AEPS 3 PA 2024 Learning Standards for EC Alignment FINAL.pdf
aeps3
ALIGNMENT
Pennsylvania
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Pennsylvania Learning Standards for Early Childhood: Infants-Toddlers and Pre-Kindergarten
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3) with the Pennsylvania Learning Standards for Early Childhood
This document aligns the Pennsylvania Learning Standards for Early Childhood: Infants-Toddlers and Pre-Kindergarten [2024] 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.
Pennsylvania Department of Human Services and Pennsylvania Department of Education. (2024). Pennsylvania Learning Standards for Early Childhood: Infants-Toddlers. Retrieved from: https://www.pakeys.org/wp-content/uploads/2025/04/2025-Infant-Toddler- ELS.pdf
Pennsylvania Department of Human Services and Pennsylvania Department of Education. (2024). Pennsylvania Learning Standards for Early Childhood: Pre-Kindergarten. Retrieved from: https://www.pakeys.org/wp-content/uploads/2025/04/2025-PreK-ELS.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 August 2025
Infants-Toddlers
| Infants-Toddlers | ||||
|---|---|---|---|---|
| Approaches to Learning Through Play: Constructing, Organizing, and Applying Knowledge | ||||
| AL.1 Constructing and Gathering Knowledge | ||||
| A. Curiosity and Initiative | ||||
| Infant | AL.1 I.A Use the senses as a primary means to explore and learn from the environment. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Use hands, mouth, and eyes in a coordinated manner to explore body, objects, and surroundings. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Transfer items from hand to hand to investigate the feel or appearance. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Young Toddler | AL.1 YT.A Show interest in various environmental stimuli. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Ask questions to obtain an adult response. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Young Toddler | Point to and move towards an object or activity. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Engage with objects to learn about them | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Reach for or ask to play with a new toy or object after introduced by adult. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | AL.1 OT.A Explore characteristics of and ask questions about objects, people, activities, and environments. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler | Explore object to see how they work. (e.g., pushing buttons to start and stop turning object over) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | Approach others at play and ask what they are doing or attempt to join in. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Make independent play choices. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Ask questions to seek information. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
B. Risk-Taking
| Infant | AL.1 I.B Explore in the comfort of a familiar surrounding or adult. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
|---|---|---|---|---|
| Infant | Engage in play routines near a familiar adult. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Infant | Engage with an unfamiliar adult to complete routine activity while a familiar adult is nearby. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Infant | Try to take walking steps to reach a familiar adult. | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Young Toddler | AL.1 YT.B Explore the environment in close proximity to and in the constant sight of familiar adult. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage with an unfamiliar adult while a familiar adult is nearby. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Participate in new experiences initiated by familiar adult. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Toddler | AL.1 OT.B Explore the environment independently seeking occasional approval from adults. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Turn and look to adult for reassurance when attempting new things or meeting new people. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Observe adult completing a task, then independently attempt the task. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
C. Stage of Play
| Infant | AL.1 I.C Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
|---|---|---|---|---|
| Infant | Move toward an object. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Imitate adult actions in play. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Infant | Children will independently play near adults | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Infant | Play near others without interacting with them | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | AL.1 YT.C Engage in associative play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Imitate action of peers and adults in their play | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Young Toddler | Build with blocks alongside another block-builder, occasionally taking the other's blocks for own structure | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Color on paper with crayons while seated next to another child who is coloring or painting | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Place phone to ear and pretend to listen after watching a peer complete similar action | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Join others at play, first watching and later joining in | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Toddler | AL.1 OT.C Engage with others in simple cooperative play. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Toddler | Interact with other children during play | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Toddler | Join others play, first watching and later joining in | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Toddler | Act out familiar scenarios. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| AL.2 Organizing and understanding Information | ||||
|---|---|---|---|---|
| A. Engagement and Attention | ||||
| Infant | AL.2 I.A Interact with others, objects, or activities for short periods of time. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Infant | Attend to adult during reciprocal interaction | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Infant | Gaze with interest at adult, peer, or object nearby | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Infant | Engage in exploration of objects within the environment | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | AL.2 YT.A Engage with others, focus attention, and participate in activities for longer periods of time. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| Young Toddler | AL.2 YT.A Engage with others, focus attention, and participate in activities for longer periods of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Toddler | Engage in the same activity over and over | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| Young Toddler | Engage with adult in extended reciprocal interactions | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Examine an object with interest. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Read a book with an adult from start to finish | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Older Toddler | AL.2 OT.A Focus attention and participate in task-oriented activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Toddler | Complete short, simple task with adult support | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Older Toddler | Engage with peers in play for an extended period of time | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Toddler | Participate with others focusing on a specific task | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Toddler | Try a task or activity several times | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
B. Task Analysis
| Infant | AL.2 I.B Anticipate next step of a familiar routine or activity | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
|---|---|---|---|---|
| Infant | Repeat routine actions. (e.g., lift legs for clean diaper placement, hold out hand for washing following diaper change, go to seat in expectation of meal) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | AL.2 YT.B Know the sequence of familiar routines | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | Complete the sequence of a familiar routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Demonstrate frustration when routine is changed | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Toddler | AL.2 OT.B Identify and complete the sequence of familiar routines and tasks | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Toddler | Complete a multi-step task with adult support | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Older Toddler | Verbalize the daily schedule (e.g., breakfast comes after morning meeting) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Toddler | Talk about ways to complete a task or activity and act on it | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Older Toddler | Describe the sequential steps of basic routines and activities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
C. Persistence
| Infant | AL.2 I.C Engage with an object in more than one way | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
|---|---|---|---|---|
| Infant | Repeat attempts to engage an adult to meets needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Play with a variety of objects to determine similar and different outcomes | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Explore objects in the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | AL.2 YT.C Attempt to accomplish challenging tasks | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Toddler | Demonstrate frustration when attempting to complete a difficult task. (e.g., may give up, walk away from task) | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Toddler | Persist in working with materials that are challenging | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Toddler | Solve simple problems independently | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Toddler | Attempt to complete task in more than one way. (e.g., using materials in more than one way, trial and error) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Stick to a task for a short period of time before asking for help | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Toddler | Show excitement in completion of a challenging task | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Toddler | AL.2 OT.C Attempt to accomplish challenging tasks by employing familiar strategies | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Toddler | Attempt to complete a task in more than one way. (e.g., using materials in more than one way, trial and error, and breaking tasks into steps) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Focus on an activity or object while other things are occurring in the environment | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Toddler | Stick to a task for a short period of time before asking for help | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Show pride in completion of a challenging task | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| D. Patterning | ||||
|---|---|---|---|---|
| Infant | Emerging | |||
| Young Toddler | AL.2 YT.D Recognize simple patterns in the environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Toddler | Identify patterns in the environment. (e.g., spots on an animal, stripes on a shirt) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Toddler | Dance to rhythmic music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | AL.2 OT.D Recognize and create simple patterns | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Older Toddler | Identify patterns in the environment. (e.g., spots on an animal, stripes on a shirt, predictable text) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Older Toddler | Clap out rhythmic patterns | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Create simple patterns using manipulatives | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| E. Memory | ||||
| Infant | AL.2 I.E Recognize and respond to familiar adults and routines | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Smile when familiar adult enters room | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Act on familiar routines. (e.g., go to changing table for diaper change) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Infant | Show excitement for familiar adult | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | AL.2 YT.E Recall information from previous experiences | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Young Toddler | Relate information and/or experiences from the past | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Young Toddler | Engage in memory games | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Older Toddler | AL.2 OT.E Retain and recall information from previous experiences | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Older Toddler | Relate information and/or experiences from the past | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Older Toddler | Engage in memory games | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Older Toddler | Recall details from stories, events, and experiences | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| AL.3 Applying Knowledge | ||||
|---|---|---|---|---|
| A/B Creativity/Invention | ||||
| Infant | AL.3 IA/B Respond to music, art, and stories | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | AL.3 YT.A/B Express self through simple actions, gestures, and words | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Toddler | AL.3 OT.A/B Construct music, art, and stories as a means of self-expression | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| C. Representation | ||||
| Infant | AL.3 I.C Use a variety of materials to create | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Infant | Explore a variety of materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Imitate use of materials when modeled by adult | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Young Toddler | AL.3 YT.C Use a variety of materials to represent familiar objects | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Young Toddler | Use non-conforming objects to create representations of real-life objects or activities. (e.g., block for phone, stick for spoon) | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Older Toddler | AL.3 OT.C Experiment with materials to represent objects | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Older Toddler | Use non-conforming objects to create representations of real-life objects or activities. (e.g., block for phone, stick for spoon) | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Older Toddler | Use real-life objects to represent make-believe or fantasy objects. (e.g., spoon for magic wand, broom for a flying horse) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| AL.4 Learning through Experience | ||||
|---|---|---|---|---|
| A. Making Connections | ||||
| Infant | AL.4 I.A Demonstrate comfort in routines, objects, and materials that reflect home experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Show comfort when shown or provided a favorite object from home | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Show excitement when steps of a routine mirror home experience | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Respond to familiar family phrases | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddler | AL.4 YT.A Relay experience from one setting to another | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Young Toddler | Share new skills or tasks, learned or practiced, outside the school setting | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Young Toddler | Apply a skill to multiple tasks(e.g., use measuring cups in sensory table, outside, and in cooking activity) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Use familiar phrases or behaviors from one setting in another setting | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Engage in play that reflects home culture | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | AL.4 OT.A Notice similarities and differences between settings | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Relate personal experiences during play | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Older Toddler | Identify things that can be done in one environment but not another. (e.g., "I can serve my own food here, but mommy does it at home.") | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Older Toddler | Tell another that he or she is doing something wrong when it varies from a familiar routine | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Older Toddler | Ask questions about differences and similarities among peers | Social-Emotional | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Older Toddler | State similarities between activities | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
B. Resiliency
| Child Name | Child Experience | Child Type | Child Relation | Child Name | Child Experience | Child Type | Child Relation |
|---|---|---|---|---|---|---|---|
| Infant | AL.4 I.B Use comfort of familiar experiences to explore new activities and experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 | Seeks comfort, closeness, or physical contact from familiar adult | 2.2 | Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | AL.4 YT.B Repeat familiar activity to gain comfort and confidence | Cognitive | B. Imitation and Memory | 1. | Imitates novel coordinated motor actions | 1. | Imitates novel coordinated motor actions |
| Older Toddler | AL.4 OT.B Approach new experiences with confidence | Cognitive | D. Reasoning | 2.1 | Tries different simple actions to achieve goal | 2.1 | Tries different simple actions to achieve goal |
C. Problem-Solving
| Infant | AL.4 I.C Play with a variety of objects to determine similar and different outcomes | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
|---|---|---|---|---|
| Infant | AL.4 I.C Play with a variety of objects to determine similar and different outcomes | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Infant | Interact with an object in more than one way | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Infant | Repeat actions that have an interesting response | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Infant | Explore objects to see how they work | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Infant | Explore objects to see how they work | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Compare outcomes of actions upon objects. (e.g., shake a rattle and then shake a ball to determine if they have similar responses) | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | AL.4 YT.C Solve simple problems independently | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Young Toddler | Demonstrate inflexibility when attempting to solve a problem. (e.g., stick to one strategy, repeat error multiple times, unwilling to try alternative solution) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Repeat actions in attempt to achieve desired outcome | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Observe other's actions with materials to learn strategies for problem-solving | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Toddler | Explore objects to see how they work | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Compare outcomes of actions upon objects. (e.g., pour water through different objects and notice similarities and differences) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Young Toddler | Try new ways to complete a familiar task | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Attempt to complete a task in more than one way. (e.g., using materials in new ways, trial and error) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Use a previously successful strategy | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | AL.4 OT.C Attempt problem solving activities to achieve a positive outcome | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Observe other's actions with materials to learn strategies for problem-solving | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Try new ways to complete a familiar task | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Attempt to complete a task in more than one way. (e.g., using materials in new ways, trial and error, breaking tasks into steps, ask for assistance) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Use a previously successful strategy | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Discuss the different ways used to accomplish a task or to solve a problem | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Social and Emotional Development: Student Interpersonal Skills | ||||
|---|---|---|---|---|
| 16.1 Self-Awareness and Self-Management | ||||
| A. Manages Emotions and Behaviors | ||||
| Infant | 16.1 I.A Demonstrate an emotional response to the environment | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Infant | Use facial expressions to indicate emotions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Express feelings. (e.g., crying, smiling, laughing, cooing) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Self-soothe | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Infant | Show pleasure in familiar surroundings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Withdrawal when over-stimulated | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | 16.1 YT.A Demonstrate an emotional response in reaction to an experience | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young Toddler | Show joy, pleasure, or excitement when new things are learned | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Young Toddler | Demonstrate a beginning sense of humor | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Young Toddler | Use body to demonstrate emotions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Imitate others' emotional reactions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young Toddler | Manage emotions with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Display intense emotions. (e.g., temper tantrums, stranger anxiety) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 16.1 OT.A Make connections between emotions and behavior | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Toddler | Demonstrate an emotional response in reaction to an experience | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler | Label basic emotions. (e.g., happy, sad, mad, scared) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Toddler | Use pretend play as a way to practice feelings | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Answer questions that connect behavior to emotion | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | State how actions connect to emotions. (e.g., "I pound play dough, I'm mad." "I love you, hug!") | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| B. Influences of Personal Traits on Life | ||||
| Infant | 16.1 I.B Demonstrate preference for specific objects and people | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Attend to adult during reciprocal interaction | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Infant | Gaze with interest at adult, peer, or object nearby | Social-Communication | B. Communicative Understanding | 1. Follows person's gaze to establish joint attention |
| Infant | Engage in exploration of objects within the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Accept and reach for objects offered by adult | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Infant | Seek favorite object or book | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | 16.1 YT.B Demonstrate preference for specific objects or activities | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Make simple choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Ask for activity to be repeated | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Young Toddler | Engage in the same activity over and over | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Young Toddler | Demonstrate resistance when asked to end an activity they are engaged in | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Older Toddler | 16.1 OT.B Communicate preference for people, objects, and activities | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Convey ownership of objects and people. (e.g., say "That's mine." "That's my mommy.") | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Request preferred activity | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older Toddler | Show preference for familiar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler | Communicate resistance when asked to end an activity they are engaged in | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Older Toddler | Engage in the same activity over and over | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Older Toddler | Communicate choice | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| C. Resiliency | ||||
| Infant | 16.1 I.C Use comfort of familiar experiences to explore new activities and experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Show interest in new experiences. (e.g., try new foods) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Infant | Reach for and accept new objects with interest | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Infant | Repeat attempted action for mastery. (e.g., standing, falling, and getting back up) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Toddler | 16.1 Y.T.C Repeat familiar activity to gain comfort and confidence | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| Young Toddler | Show pleasure at own actions | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Young Toddler | Explore environment with interest | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Indicate "more" to try something over and over | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| Young Toddler | Repeat challenging tasks or activities many times to achieve mastery | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| Young Toddler | Repeat familiar activity to gain comfort and confidence | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 16.1 OT.C Approach new experiences with confidence | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Toddler | Show confidence and pleasure in the completion of a task or activity | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Toddler | Demonstrate pride in completed accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Toddler | Attempt a teacher-suggested alternate solution to accomplish a task | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| D. Goal-Setting | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 16.1 OT.D Establish goals independently | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Toddler | Make simple choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Set and discuss goals for play and activities when asked | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| E. Identity Development | ||||
| Infant | 16.1 I.E Respond to self in mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Move toward mirrors in the environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Smile when held to a mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Coo when looking in mirror | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Infant | Point to and babble at self in mirror | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Young Toddler | 16.1 YT.E Convey ownership of objects and people | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Young Toddler | Say "Mine" | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler | Take object from peer and adult | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler | Collect objects during a nature walk | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Display possessiveness or jealousy towards others | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler | Demonstrate resistance when asked to end an activity they are engaged in | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Toddler | 16.1 O.T.E Use language that indicates knowledge of self | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Use words that mean self when speaking. (e.g., "Me do it." "I can.") | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Tell stories about self | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Older Toddler | Relate personal experiences to other experiences | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16.2 Establishing and Maintaining Relationships | ||||
| A. Relationships - Trust and Attachment | ||||
| Infant | 16.2 I.A Show affection and bond with familiar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Infant | Respond and attend to adult's interactions | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Infant | Accept physical comfort and respond to cuddling | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Seek to be near familiar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Display recognition of trusted adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | 16.2 YT.A Use trusted adult as a secure base from which to explore the environment | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Watch adults for their response to actions | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Young Toddler | Use gestures and simple words to express need to be trusted adults for comfort | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Respond and attend to adult's interactions | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddler | Seek to be near familiar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Display apprehension when an unfamiliar adult comes near | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Seek attention from trusted adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 16.2 OT.A Develop relationships that extend beyond trusted adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler | Engage in reciprocal conversation with familiar peers and adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler | Respond to familiar adult's questions and directions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to "why," "how," and "when" |
| Older Toddler | Demonstrate appropriate affection for familiar adults and peers | Social-Emotional | A. Interactions with Adults | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Seek out companionship from another child | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Use words denoting friendship | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Ask a child to play. (e.g., "Do you want to make a black house with?") | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Play cooperatively with a few peers for a short period of time | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Toddler | Show interest in unfamiliar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler | Demonstrate increasing ability to separate from trusted adults without distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| B. Diversity | ||||
| Infant | 16.2 I.B Notice differences in others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Infant | React to something unfamiliar. (e.g., scent, appearance, dress, voice, touch) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Attempt to touch face or hair of peer | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Cry when unfamiliar adult approaches | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Toddler | 16.2 YT.B Recognize similarities and differences between self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Young Toddler | Engage in activities that reflect home culture. (e.g., dramatic play - cooking food served in the home) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Engage in activities that promote labeling of personal characteristics. (e.g., likes, dislikes, physical characteristics, family make-up) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Attempt to touch face or hair of peer | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Cry when unfamiliar adult approaches | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Older Toddler | 16.2 OT.B Communicate about similarities and differences between self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Older Toddler | Make drawings of people including self-portraits | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Engage in activities that reflect home culture. (e.g., dramatic play - cooking food served in the home) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Engage in activities that promote labeling of personal characteristics. (e.g., likes, dislikes, physical characteristics, family make-up) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| C. Communication | ||||
| Infant | 16.2 I.C Use sounds and gestures as a form of reciprocal communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | 16.2 YT.C Use sounds, gestures, and words as a form of reciprocal communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | 16.2 OT.C Engage in reciprocal conversations and interactions with peers and adults | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| D. Managing Interpersonal Conflicts | ||||
| Infant | 16.2 I.D Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Cry or use inappropriate action to express frustration | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | 16.2 YT.D Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Cry or use inappropriate action to express frustration | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use some language to express emotion. (e.g., "No." "Mine.") | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | 16.2 OT.D Communicate about a conflict and seek help to solve | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Use language to express emotion and describe needs. (e.g., "I want that block." "Hey, that's mine.") | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | With adult support, engage in simple conflict resolution strategies. (e.g., turn taking, redirection) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| Older Toddler | Ask adult to intervene | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| E. Support - Asking for Help | ||||
|---|---|---|---|---|
| Infant | 16.2 I.E Indicate needs through vocalizations and body movements | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Cry to express need | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Point and move towards desired object | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Use basic sign language to indicate need | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | 16.2 YT.E Communicate needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Cry to express need | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Point and move towards desired object | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddler | Use basic language to indicate need. (e.g., "Mine," basic signs) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use gestures to indicate need | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | 16.2 OT.E Ask for help when needed | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Attempt tasks independently before asking for help | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Recognize when help is needed | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Recognize appropriate sources of help. (e.g., familiar adult, community helpers, peers) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Ask for adult help to solve a problem or to complete a task | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16.3 Decision-Making and Responsible Behavior | ||||
|---|---|---|---|---|
| A. Decision-Making Skills | ||||
| Infant | 16.3 I.A Demonstrate preference for specific objects and people | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Attend to adult during reciprocal interaction | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Infant | Gaze with interest at adult, peer, or object nearby | Social-Communication | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Infant | Engage in exploration of objects within the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Accept and reach for objects offered by adult | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Seek favorite object or book | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | 16.3 YT.A Make simple choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Choose between two options provided by adult | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Seek favorite object or activity. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | 16.3 OT.A Recognize the consequences of choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Make simple choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Discuss consequences of choices | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Seek reinforcement for behavior | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Older Toddler | Test limits set by adults | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| B. Understanding Social Norms (Social Identity) | ||||
|---|---|---|---|---|
| Infant | 16.3 I.B Respond to adult guidance about behavior | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Infant | Smile when acknowledged for positive behavior | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Infant | Stop behavior when told "No" or "Stop" | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Infant | Look at adult before repeating a behavior | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Young Toddler | 16.3 YT.B Demonstrate basic understanding of rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Toddler | Understand one word rules such as "No" or "Stop" | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Young Toddler | Indicate that a behavior should not be done by saying "No, no" | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Toddler | Test limits | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Young Toddler | Follow simple rules with adult guidance | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler | 16.3 OT.B Follow basic rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler | Put toys away at clean-up time | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler | Keep toys in a specific location | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler | Join group for circle time | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large group activities |
| Older Toddler | Test limits | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Older Toddler | Demonstrate autonomy by saying "No," but will cooperate with teacher guidance | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Older Toddler | Respond appropriately when adult identifies an unsafe practice | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| C. Responsible Active Engagement - Empathy | ||||
|---|---|---|---|---|
| Infant | 16.3 I.C React to others' expressions of emotion | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Infant | Show interest in another child. (e.g., touch or pat on back) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Infant | Begin to cry or show distress when another child is crying | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Infant | Smiles and turns head to look at a person when laughing | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young Toddler | 16.3 YT.C Engage in empathy and compassion in some situations | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Young Toddler | Attempt to soothe another who is distressed | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young Toddler | Hand another child an object when he/her notices him/her looking at it | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Young Toddler | Give hugs | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | 16.3 OT.C Demonstrate empathy and compassion for others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler | Tell or indicate that another child appears to be distressed | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Toddler | Recognize and name others' feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Toddler | Help a child with a task. (e.g., clean up) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Older Toddler | Attempt to soothe another who is distressed | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler | Engage in signs of affection. (e.g., hand-holding, hugs) | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Language and Literacy Development: English Language Arts | ||||
|---|---|---|---|---|
| 1.1 Foundational Skills | ||||
| A. Book Handling | ||||
| Infant | 1.1 I.A Explore books in a variety of ways | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Gaze, babble, pat, and point at books | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Infant | Attend to pictures in book during lap-reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | 1.1 YT.A Demonstrate beginning book-handling skills | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | Point to or frequently turn to favorite parts of a book | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Turn pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Young Toddler | Pretend to read by tracking | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction, and from top to bottom of page |
| Older Toddler | 1.1 OT.A Demonstrate beginning book-handling skills | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Older Toddler | Independently seek books to read during free play | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Orient book correctly | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Older Toddler | Turn pages in order | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Older Toddler | Use pointer or finger to track print | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction, and from top to bottom of page |
B. Print Concepts
| Infant | 1.1 I.B Demonstrate interest in books that have color, pattern, and contrast | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
|---|---|---|---|---|
| Infant | Gaze, babble, pat, and point at books | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Infant | Attend to pictures in a book during lap-reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | 1.1 YT.B Demonstrate interest in pictures and text | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | Show preference for favorite books or pages | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Point to or frequently turn a favorite parts in a book | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Notice print in the environment | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Older Toddler | 1.1 OT.B Recognize that print has meaning | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Chose books from a collection and name each one even if not using proper titles | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Differentiate between numbers and letters | Literacy | C. Alphabet Knowledge | 1.3 Recognizes five frequently occurring letters not in first name |
| Older Toddler | Recognize some letters in his/her name | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| C. Phonological Awareness | ||||
| Infant | 1.1 I.C Respond to sounds in the environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Startle to unfamiliar sounds. (e.g., vacuum cleaner) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Respond positively to familiar sounds and words. (e.g., voice of familiar adult) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Repeat sounds initiated by adult | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Infant | Look towards sounds | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | 1.1 YT.C Identify and imitate familiar sounds in the environment | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalization |
| Young Toddler | label sounds when they are heard. (e.g., say "dog" when they hear a dog barking) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Toddler | Repeat a sound sequence. (e.g., "E, I, E, I, O) | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 1.1 OT.C Categorize familiar sounds | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Toddler | Identify animal sounds | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Toddler | Listen to sounds and guess what they are | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddler | Use and imitate sounds when playing | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Older Toddler | Recognize sounds that are similar to those found in name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
| Older Toddler | Engage in activities that include rhyme and alliteration | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| D. Phonics and Word Recognition | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.1 OT.D Recognize familiar environmental print | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Older Toddler | Recognize and associate familiar logos. (e.g., restaurants, stores, teams) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Older Toddler | Recognize objects labeled with his/her name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
| 1.2 Reading Informational Text | ||||
| B. Key Ideas and Details - Text Analysis | ||||
| Infant | 1.2 I.B Attend to a picture in a text when reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Gaze at pages of a text | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Point to familiar objects pictured within a text | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Infant | Attempt to communicate about familiar objects in text. (e.g., sees a ball and says "ba", uses sign for apple when seeing an apple) | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | 1.2 YT.B Respond to simple questions about a text | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Point to picture in a text when asked by an adult | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Young Toddler | Attempt to communicate about the text when asked by an adult | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 1.2 OT.B Answer simple questions about a text | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Use some details from the text to answer questions | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Answer "who" or "what" the text is about | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| C. Key Ideas and Details | ||||
| Infant | Emerging | |||
| Young Toddler | 1.2 YT.C Relate familiar objects in a text to personal experience | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Young Toddler | Point to picture in a book when asked by adult | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Young Toddler | Answer a question about a book. (e.g., "What is the bateating?") | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Move to real object after viewing in a text | CognitiveSocial-Communication | E. Scientific Discovery | 4. Transfers knowledge |
| Young Toddler | Move to real object after viewing in a text | CognitiveSocial-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Older Toddler | 1.2 OT.C Relate text to personal experiences when asked | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Toddler | Respond to action in a story. (e.g., jump when characters jump) | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Older Toddler | Share personal experience and prior knowledge that is relevant to the text | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Toddler | Answer questions about text that relate to personal experiences | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Toddler | Choose text based on personal interest and experiences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| E. Craft and Structure - Text Structure | ||||
| Infant | Emerging | |||
| Young Toddler | 1.2 YT.E Identify a favorite book by its cover | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Use front cover to locate favorite text | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Ask adult to read a favorite text often | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 1.2. OT.E Identify a text by the front cover | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Locate a familiar text when provided with title | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Locate an unfamiliar text when provided a description of the front cover | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| G. Integration of Knowledge and Ideas - Diverse Media | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.2 OT.G Notice details in illustration or picture | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Describe details about pictures in text | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| J. Vocabulary Acquisition and Use | ||||
| Infant | 1.2 I.J Use single words to identify family members and familiar objects | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Infant | Look at or move toward named person or object | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Repeat sounds initiated by adult | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Infant | Use newly acquired vocabulary to name objects | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Young Toddler | 1.2 YT.J Use new vocabulary in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Ask adults questions to learn names for new objects | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Young Toddler | Use newly acquired vocabulary to name objects | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Young Toddler | Understand about 200 words and use about 50 in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 1.2 OT.J Use expanded vocabulary in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Talk about pictures using new vocabulary words or phrases | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Begin to use new vocabulary when asking questions or describing situations or objects | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Use prepositions and pronouns | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Older Toddler | Understand as many as 900 words and use about 300 in everyday speech | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| L. Range of Reading | ||||
| Infant | 1.2 I.L Engage in reading activities | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Gaze, babble, pat, and point at books or photos | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Gaze, babble, pat, and point at books or photos | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Infant | Attend to pictures in a book during lap-reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Purposefully seek out opportunities to engage with books | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | 1.2 YT.L Actively engage in reading activities for short periods of time | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | Listen to and interact with adult | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Young Toddler | Point to or frequently turn to favorite parts of a book | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Young Toddler | Ask and answer questions about the text being read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Purposefully seek out opportunities to engage with books | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | 1.2. OT.L Actively engage in small group reading activities. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Share prior knowledge about text being read aloud | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Toddler | Ask and answer questions about the text being read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Respond to comments from other children | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Use ideas gained in group reading, other daily routines, learning centers, and activities | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 1.3 Reading Literature | ||||
| A. Key Ideas and Details - Theme | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.3 OT.A Recall an event from a story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Toddler | Name one event in a story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Toddler | Name one event in a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Talk about what the story is about | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Finish a familiar story when adult pauses | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| B. Key Ideas and Details - Text Analysis | ||||
| Infant | 1.3 I.B Attend to a picture in a story when reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Gaze at pages of a story | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Point to familiar objects pictured within a story | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Infant | Attempt to communicate about familiar objects in text. (e.g., sees a ball and says "ba", uses sign for apple when seeing an apple) | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 1.3 YT.B Respond to simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Point to picture in a story when asked by an adult | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Attempt to communicate about the story when asked by an adult | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | 1.3 OT.B Answer simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Use some details from the story to answer questions | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Answer "who" or "what" the story is about | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| C. Key Ideas and Details - Literary Elements | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.3 OT.C Recognize pictures of familiar characters in a book | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Older Toddler | Name characters in the story | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| G. Integration of Knowledge and Ideas - Sources of Information | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.3 OT.G Notice details in illustration or picture | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Older Toddler | Describe details about pictures in stories | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
J. Vocabulary Acquisition and Use
| Infant | 1.3 I.J Use single words to identify family members and familiar objects | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
|---|---|---|---|---|
| Infant | 1.3 I.J Use single words to identify family members and familiar objects | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Infant | Look at or move toward named person or object | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Repeat sounds initiated by adult | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Infant | Use newly acquired vocabulary to name objects | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | 1.3 YT.J Use new vocabulary in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Ask adults questions to learn names for new objects | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Young Toddler | Use newly acquired vocabulary to name objects | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Understand about 200 words and use about 50 in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | 1.3 OT.J Use expanded vocabulary in everyday speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Talk about pictures using new vocabulary words or phrases | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Begin to use new vocabulary when asking questions or describing situations or objects | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Use prepositions and pronouns | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Understand as many as 900 words and use about 300 in everyday speech | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
K. Range of Reading
| Infant | 1.3 I.K Engage in reading activities | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by adult |
|---|---|---|---|---|
| Infant | Gaze, babble, pat, and point at books or photos | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Infant | Attend to pictures in book during lap-reading with an adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Purposefully seek out opportunities to engage with books | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | 1.3 YT.K Actively engage in reading activities for short periods of time | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Young Toddler | Listen to and interact with adult | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Point to or frequently turn to favorite parts of a book | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Ask and answer questions about the story being read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Young Toddler | Purposefully seek out opportunities to engage with books | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | 1.3 OT.K Actively engage in small group reading activities | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by adult |
| Older Toddler | Share prior knowledge about text being read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Ask and answer questions about text being read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Respond to comments from other children | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Use ideas gained in group reading, other daily routines, learning centers, and activities | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.4 Writing | ||||
|---|---|---|---|---|
| M. Narrative | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.4 OT.M Tell a story about a picture | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Tell a real or make-believe story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Toddler | Describe the shapes in a drawn picture. (e.g., "This is a dog and that is her dog house.") | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Respond when asked "who" or "what" is in the picture | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | When prompted, provide details to further support the description of the picture | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Communicate the beginning and end of an event | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| R. Narrative - Conventions of Language | ||||
| Infant | 1.4 I.R Make marks with writing and drawing tools | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Infant | Use a variety of writing tools and surfaces during play | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Infant | Engage in tactile experiences | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Infant | Imitate adult mark making. (e.g., taps out dots on paper after adult models) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Young Toddler | 1.4 YT.R Scribble with writing and drawing tools | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Young Toddler | Make marks that appear in random order | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Young Toddler | Repeat scribbles | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Young Toddler | Choose from a variety of writing tools and surfaces during play | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Young Toddler | Engage in tactile experiences creating shapes and other forms | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Young Toddler | Engage in tactile experiences creating shapes and other forms | Literacy | E. Writing | 2.1 Makes representational drawings |
| Young Toddler | Create shapes and scribbles from tactile materials | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 1.4 OT.R Intentionally make marks with writing and drawing tools | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | Choose from a variety of writing tools and surfaces during play | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | Engage in tactile experiences creating letters and other forms | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | Engage in tactile experiences creating letters and other forms | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Scribble lines, circles, zig-zags, or in rows | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler | Write segments of letter forms. (e.g., lines, curves) | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Begin to use letter-like forms | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Trace and create letters and other shapes using tactile materials. (e.g., sand, sandpaper, glue, foam) | Literacy | E. Writing | 3.3 Copies entire first name |
| V. Conducting Research | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 1.4 OT.V Ask questions about topics of personal interest to gain information | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler | Ask about a new toy or object in the classroom. (e.g., "How does that work?") | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler | Ask questions about familiar and unfamiliar people | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 1.5 Speaking and Listening | ||||
|---|---|---|---|---|
| A. Comprehension and Collaboration - Collaborative Discussion | ||||
| Infant | 1.5 I.A Use sounds and gestures as a form of reciprocal communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Use verbal and nonverbal language to have needs met | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Use verbal and nonverbal language to show interest in objects and people | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Engage in conversational turn-taking | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Young Toddler | 1.5 YT.A Use sounds, gestures, and words as forms of reciprocal communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use verbal and nonverbal language to have needs met | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use verbal and nonverbal language to show interest in objects and people | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Engage in conversational turn-taking | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Toddler | 1.5 OT.A Engage in reciprocal conversations and interactions with peers and adults | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Engage in conversational turn-taking | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Toddler | Pose questions | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler | Allow wait time before responding | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| C. Comprehension and Collaboration - Evaluating Information | ||||
|---|---|---|---|---|
| Infant | 1.5 I.C Respond in ways that indicate understanding of what is being communicated | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Respond to tone of other's voice | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Infant | Connect voice to specific person | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Infant | Follow simple direction | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Infant | Turn head toward speaker | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddler | 1.5 YT.C Respond to questions, comments, or directions | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Young Toddler | Focus attention on speaker and attempt to imitate speech | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddler | Respond to adults' requests showing understanding of what is being asked. (e.g., answer a simple question with a nod of head, go to wash hands when asked) | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Young Toddler | Follow a one-step simple direction | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Older Toddler | 1.5 OT.C Respond to questions, comments, or directions | Social-Communication | B. Communicative Understanding | 4.1 Answers "who," "what," and "where" questions |
| Older Toddler | Respond to adults' requests showing understanding of what is being asked. (e.g., answer a simple question with a nod of head, go to wash hands when asked) | Social-Communication | B. Communicative Understanding | 4.1 Answers "who," "what," and "where" questions |
| Older Toddler | Respond to adults' requests showing understanding of what is being asked. (e.g., answer a simple question with a nod of head, go to wash hands when asked) | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Older Toddler | Demonstrate understanding of position words | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Older Toddler | Follow two-step directions with reminders | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Older Toddler | Respond to a question with an answer or details related to the topic being discussed | Social-Communication | B. Communicative Understanding | 4.1 Answers "who," "what," and "where" questions |
D/E. Presentation of Knowledge and Ideas - Purpose, Audience, and Task/Context
| Infant | 1.5 I.D/E Babble and begin to use single words and/or signs | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
|---|---|---|---|---|
| Infant | Change tone to express feelings | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Babble using strings of consonant sounds and sounds and rhythms of native language | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Infant | Actively imitate the sounds of speech and/or signs | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | 1.5 YT.D/E Use 1-2 words and/or signs to communicate | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Young Toddler | Use simple words and/or signs to indicate wants or needs | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Use simple gestures | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Use inflection when speaking | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Young Toddler | Express thoughts, feelings, and ideas | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler | Talk about stories, experiences and interests | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | 1.5 OT.D/E Use simple sentences, communicating clearly enough to be understood by familiar adults | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Older Toddler | Express thoughts, feelings, and ideas | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Older Toddler | Talk about stories, experiences, and interests | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Older Toddler | Use appropriate volume to be heard by group, paying attention to inside and outside voices | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Use appropriate volume to be heard by group, paying attention to inside and outside voices | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Older Toddler | Use pronouns more frequently | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Older Toddler | Use inflection when speaking | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
G. Conventions of Standard English
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | Emerging | |||
| Older Toddler | 1.5 OT.G Demonstrate command of the conventions of standard English when speaking based on Older Toddler development | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Toddler | Speak in simple sentences | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Use pronouns for self | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Older Toddler | May omit some words or use some words incorrectly. (e.g., "Mommy goed to work," "I want banana.") | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Older Toddler | End words in "s" to indicate plural. (e.g., trucks, mouses) | Social-Communication | C. Communicative Expression | 2.1 Uses irregular plural nouns in multiple-word sentences |
| Older Toddler | Begin to use prepositions | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Mathematical Thinking and Expression: Exploring, Processing, and Problem-Solving | ||||
|---|---|---|---|---|
| 2.1 Numbers and Operations | ||||
| A.1. Counting and Cardinality - Cardinality | ||||
| Infant | 2.1 I.A.1 Explore objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Stack and unstack objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Dump and fill objects into and out of containers | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Repeat sound patterns. (e.g., repeatedly beat on drums, clap hands) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | 2.1 TY.A.1 Imitate rote counting using some names of numbers | Math | A. Counting | 1.2 Recites numbers 1 to 3 |
| Young Toddler | Attempt to count, not always in the correct order | Math | A. Counting | 1. Counts out 3 items |
| Older Toddler | 2.1 OT.A.1 Know some number names and the count sequence | Math | A. Counting | 2. Counts out 10 items |
| Older Toddler | Rote count to 5 | Math | A. Counting | 2.2 Recites numbers 1 to 10 |
| Older Toddler | Recognize some numerals. (e.g., notice numerals in the environment and names some of them, point to a numeral when asked) | Math | C. Math Symbols | 1.2 Labels numerals to 5 |
| Older Toddler | Engage in experiences related to numbers. (e.g., counting songs, finger plays, reading number books) | Math | A. Counting | All |
A.2. Counting and Cardinality - Counting
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | Emerging | |||
| Older Toddler | 2.1 OT.A.2 Count to tell the number of objects | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Toddler | Subitize (visually quantify) to determine how many; attach a numeric value to a set of objects without counting up to 3 | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Toddler | Practice one-to-one correspondence. (e.g., setting out snack, counting children, matching objects) | Math | A. Counting | 2. Counts out 10 items |
| Older Toddler | Verbalize how many objects they have | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Toddler | Use counting and numbers as part of play and as a means for determining quantity | Math | A. Counting | All |
| A.3. Counting and Cardinality - Comparing | ||||
| Infant | 2.1 I.A.3 Explore relationships between objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Stack and unstack objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Dump and fill objects into and out of containers | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Place objects inside of other objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | 2.1 YT.A.3 Explore simple comparisons of quantity | Math | B. Quantitative Relations | 1.1 Compares items in sets of up to 5 by matching |
| Young Toddler | Ask for "more" | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Young Toddler | Notice differences in size. (e.g., big, small) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Young Toddler | Indicate when something is gone | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Young Toddler | Participate in comparison activities | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | 2.1 OT.A.3 Use comparative language to show understanding of more or less | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Recognize who has more than another | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Use terms like "more," "less," "bigger than," "smaller than," "the same." | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Identify groups of more or less | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| MP. Counting and Cardinality - Mathematical Processes | ||||
|---|---|---|---|---|
| Infant | 2.1 I.MP Engage in numerical play | Math | A. Counting | All |
| Infant | Stack and unstack objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Dump and fill objects into and out of containers | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Place objects inside of other objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Engage in experiences related to numbers. (e.g., counting songs, finger plays, reading number books) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Young Toddler | 2.1 YT.MP Engage and persist in numerical play | Math | A. Counting | All |
| Young Toddler | Stack and unstack objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Dump and fill objects into and out of containers | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Place objects inside of other objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Engage in experiences related to numbers. (e.g., counting songs, finger plays, reading number books) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Older Toddler | 2.1 OT.MP Use mathematical processes when quantifying, comparing, and representing numbers | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Engage in numerical play | Math | A. Counting | All |
| Older Toddler | Persist in numerical play. (Reference AL.2 OT.C) | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | When prompted, communicate thinking while engaged in numerical play | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Talk and listen to peers during numerical play | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Use simple forms of numerical representations. (e.g., pictures, objects, fingers) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 2.2 Algebraic Concepts | ||||
|---|---|---|---|---|
| A.1 Operations and Algebraic Thinking | ||||
| Infant | Emerging | |||
| Young Toddler | 2.2 YT.A.1 Sort manipulatives into sets | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Group like objects into sets | Math | B. Quantitative Relations | 1.1 Compares items in sets of up to 5 by matching |
| Young Toddler | Group like objects into sets | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Engage in experiences related to adding and subtracting. (e.g., counting songs, finger plays, reading number books) | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Older Toddler | 2.2 OT.A.1 Add to and take apart sets | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Older Toddler | Group like objects into sets | Math | B. Quantitative Relations | 1.1 Compares items in sets of up to 5 by matching |
| Older Toddler | Engage in experiences related to adding and subtracting. (e.g., counting songs, finger plays, reading number books) | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Older Toddler | Use vocabulary that includes subtraction or addition concepts. (e.g., "I need one more." "They're all gone.") | Math | D. Addition and Subtraction | All |
| 2.3 Geometry | ||||
| A.1. Geometry - Identification | ||||
| Infant | 2.3 I.A.1 Explore objects of different sizes and shapes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | 2.3 I.A.1 Explore objects of different sizes and shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Infant | Explore similarities and differences in the shape of objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Infant | Explore similarities and differences in the shape of objects | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Infant | Explore puzzles with assistance | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Stack and build with various shaped and sized blocks | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Infant | Manipulate various shapes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore the ways that shapes and objects fit together | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 2.3 YT.A.1 Match identical shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Young Toddler | Put together simple puzzles with assistance | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Place shapes in shape sorter | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Older Toddler | 2.3 OT.A.1 Recognize and identify basic shapes in the environment | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Describe objects in the environment and name shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Describe objects in the environment and name shapes | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Complete simple puzzles | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Manipulate objects of various shape and size | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| A.2. Geometry - Application | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 2.3 OT.A.2 Create and compose simple shapes | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | 2.3 OT.A.2 Create and compose simple shapes | Fine Motor | C. Mechanics of Writing | 1.1 Writes and/or draws using mixed strokes |
| Older Toddler | Use simple shapes in drawing | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Use 3-D materials to represent simple shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Use fingers or body to represent shapes when asked | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| MP. Geometry - Mathematical Processes | ||||
|---|---|---|---|---|
| Infant | 2.3 I.MP Engage in geometric play | |||
| Infant | Explore similarities and differences in the shape of objects | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Infant | Explore puzzles with assistance | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Infant | Stack and build with various shaped and sized blocks | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Infant | Manipulate various shapes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Infant | Explore the ways that shapes and objects fit together | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | 2.3 YT.MP Engage and persist in geometric play | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Put together simple puzzles with assistance | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Place shapes in shape sorter | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | 2.3 OT.MP Use mathematical processes when creating and composing shapes | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Describe objects in the environment and name shapes | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Complete simple puzzles | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Manipulate objects of various shape and sizes | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | Persist in geometric play. (Reference AL.2 OT.C) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Engage in geometric play | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Problem-solving during geometric play. (Reference AL.4 OT.C) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | When prompted, communicate thinking while engaged in numerical play | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Talk and listen to peers during numerical play | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| 2.4 Measurement, Data, and Probability | ||||
|---|---|---|---|---|
| A.1. Measurement and Data - Measurement | ||||
| Infant | Emerging | |||
| Young Toddler | 2.4 YT.A.1 Engage in measurement experiences | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Young Toddler | Begin to use size words | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Toddler | Explore objects to determine size | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Young Toddler | Explore measuring tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Young Toddler | Fills and empties containers in the water table | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | 2.4 OT.A.1 Use basic measurements vocabulary | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Use size words. (e.g., many, big, and little) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Compare sizes of objects | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Toddler | Explore objects to determine size | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Explore measuring tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Measure objects with adult assistance | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Begin to use nonstandard (e.g., hand, shoe, yarn, block) or standard tools to measure objects | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
A.4 Measurement and Data - Data
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | 2.4 YT.A.4 Participate in sorting objects | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Put similar objects into piles | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Begin to sort objects by size or shape (e.g., beads, blocks, counting bears) with teacher support | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Older Toddler | 2.4 OT.A.4 Classify objects and count the number of objects in each category | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Toddler | 2.4 OT.A.4 Classify objects and count the number of objects in each category | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| Older Toddler | Sort objects by one attribute. (e.g., color, size, shape) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Toddler | Classify up to five objects using one attribute into categories | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| Older Toddler | Count the number of objects in each category and with adult assistance display the number of objects in each category | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
MP. Measurement and Data - Mathematical Processes
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | 2.1 YT.MP Engage and persist when measuring and sorting objects | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Begin to use size words | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Toddler | Explore objects to determine size | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Explore measuring tools | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Fills and empties containers in the water table | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Put similar objects into piles | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Young Toddler | Begin to sort objects by size or shape (e.g., beads, blocks, counting bears) with teacher support | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Toddler | 2.1 OT.MP Use mathematical processes when measuring, organizing data | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Toddler | Engage in measurement activities | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Engage in activities that include organizing data | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Persist in measurement activities. (Reference AL.2 OT.C) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | Persist in activities that include organizing data. (Reference AL.4 OT.C) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | Problem-solve during measurement activities (Reference AL.4 OT.C) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Problem-solve in activities that include organizing data. (Reference AL.4 OT.C) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | When prompted, communicate thinking while engaged in measurement activities and organizing | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Older Toddler | Talk and listen to peers | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Scientific Thinking and Technology: Exploring, Scientific Inquiry, and Discovery | ||||
|---|---|---|---|---|
| 3.1 Life Science | ||||
| Organization for Matter and Energy Flow in Organisms | ||||
| Infant | 3.1 I.A: Participate in simple investigations of living and nonliving things. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | There are differences between living and non-living things. | |||
| Infant | Use senses to explore living and non-living things | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | Show interest in the natural world | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | Observe basic care of plants and animals | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Infant | Explore parts of living things | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | 3.1 YT.A: Participate in simple investigations of living and nonliving things. | Cognitive | A. Sensory Exploration | 1.2 Uses simple tools to gather information |
| Young Toddler | There are differences between living and non-living things. | |||
| Young Toddler | Use senses and simple equipment to explore living and non-living things. | Cognitive | A. Sensory Exploration | 1.1 Uses simple tools to gather information |
| Young Toddler | Show interest in and respond to plants, animals, and people in the environment. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Engage in basic care of plants and animals. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Young Toddler | Explore parts of living things. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Point to basic body parts when asked. | Social Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Young Toddler | Participate in simple body parts games (e.g., Head, Shoulder, Knees and Toes). | Social Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| Young Toddler | Point to and match basic parts of plants and animals (e.g., flower, leaf, and tail). | Social Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 3.1 OT.A: Participate in simple investigations of living and nonliving things to answer a question. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | There are differences between living and non-living things. The characteristics of living things can be observed and studied. All living things have basic needs that allow them to live and grow. | |||
| Older Toddler | Use senses and simple equipment to gather data about living and nonliving things. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Asks questions about living and nonliving things. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Toddler | Use technology (e.g., magnifying glass, digital camera, light table) to observe and describe objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Identify the external characteristics of living and non-living things (e.g., size, shape, color, and texture). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Engage in basic care of plants and animals. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Communicate that living things need food and water to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Ask questions about plants and animals growing and changing. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Toddler | Observe and document the growth of a living thing through scribbles, drawings, and/or photos. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Describe changes in people and animals over time (e.g., losing teeth, bean sprouting). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Point to basic body parts when asked. | Social Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Older Toddler | Participate in simple body parts games (e.g., Head, Shoulder, Knees and Toes). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Name basic parts of plants and animals (e.g., flower, leaf, and tail). | Social Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Include basic parts (e.g., head, flower) in drawings of people, animals, or plants. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Talk about changes that occur in animals during the seasons. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Plants and animals grow and change. | |||
| Older Toddler | Ask questions about plants and animals growing and changing. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | Observe and document the growth of a living thing through scribbles, drawings, and/or photos. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Describe changes in people and animals over time (e.g., losing teeth, growing out of clothing, beans sprouting). | Social Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Care for plants and animals in the classroom. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 3.2 Physical Science | ||||
|---|---|---|---|---|
| Structure and Properties of Matter | ||||
| Infant | 3.2 I.A: Participate in simple investigations to explore objects with varying characteristics. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Different kinds of matter exist, and matter can be described and classified by its observable properties. | |||
| Infant | Use senses to explore objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore objects of varying sizes, shapes, textures, and colors. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Engage with objects to learn about their characteristics. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Matter can change. | |||
| Infant | Observe an adult combining materials to make a new substance (e.g., cooking, making volcano, mixing paint colors). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Observe differences in water (e.g., ice cube or snow melting and freezing). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Observe changes in solid materials (e.g., crayon melting). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Engage with adult provided materials. | Social Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 3.2 YT.A: Participate in simple investigations to engage with objects to learn about their characteristics. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Different kinds of matter exist, and matter can be described and classified by its observable properties. | |||
| Young Toddler | Use senses and simple equipment to explore objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Explore objects of varying sizes, shapes, textures, and colors. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Participate in teacher-led exploration of matter (e.g., water and sensory play, explore novel objects introduced into classroom) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Engage with adult-provided materials | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Young Toddler | Matter can change. | |||
| Young Toddler | Engage in activities involving changes in matter | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Combine materials to make a new substance (e.g., mix paint color, mix water and soil). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Participate in teacher-led cooking activities. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Observe differences in water (e.g., an ice cube or snow melting and freezing) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Toddler | Observe changes in solid materials (e.g., crayon melting). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 3.2 OT.A: Participate in simple investigations to engage with objects to learn about and discuss their characteristics. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Different kinds of matter exist, and matter can be described and classified by its observable properties. | |||
| Older Toddler | Use senses and simple equipment to explore objects | Cognitive | E. Scientific Discovery | 1. Explands simple observations and explorations into further inquiry |
| Older Toddler | Explore objects of varying sizes, shapes, textures, and colors | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Participate in teacher-led exploration of matter (e.g., water and sensory play, explore novel objects introduced into classroom). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Engage with adult-provided materials. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Collect and sort objects according to characteristics. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Older Toddler | Ask questions about matter. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Toddler | Use the five senses and simple equipment to gather data. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Describe observations. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Describe objects by their characteristics. | Social Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Matter can change. | |||
| Older Toddler | Combine materials to make a new substance (e.g., mix paint color, mix water and soil) and describe the result. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Point out when a change in matter occurs. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Discuss changes in water (e.g., an ice cube or snow melting and freezing). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Discuss changes in solid materials (e.g., crayon melting). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Describe changes in food substances during cooking. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Forces and Motion | ||||
|---|---|---|---|---|
| Infant | 3.2 I.B.1: Participate in simple investigations to explore the motion of objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | Objects can be moved by external forces | |||
| Infant | Recognize that objects can be moved | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Act upon objects to make them move in various ways | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Participate in teacher-led activities involving moving objects | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Infant | Use senses to explore the motion of objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | Explore the motion of objects with varying size, shape, and weights. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | 3.2 YT.B.1: Participate in simple investigations to recognize and explore how objects move. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Objects can be moved by external forces | |||
| Young Toddler | Recognize that objects can be moved | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Act upon objects to make them move in various ways | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| Young Toddler | Participate in teacher-led activities involving moving objects | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler | Use senses to explore the motion of objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Explore the motion of objects with varying size, shape, and weights. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 3.2 OT.B.1: Participate in simple investigations to recognize, explore, and communicate about how objects move. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Communicate about the motion of objects during play. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Recognize that objects can be moved by pushing or pulling. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Recognize that objects can be moved by pushing or pulling. | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older Toddler | Act upon objects to make them move in various ways. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Participate in teacher-led activities involving objects. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Use words related to motion (e.g., push, pull, fast, slow, start, stop). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Participate in discussions about the motion of objects. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Use senses to explore the motion of objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Push or pull objects with varying size, shape, and weights. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 3.3 Earth and Space Science | ||||
| Earth Materials and Systems | ||||
| Infant | 3.3 I.A: Participate in simple investigations of earth materials. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | The earth consists of different types of materials. | |||
| Infant | Use senses and simple tools to explore earth materials. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | Explore a variety of earth materials (e.g., large rocks, soil, wood, minerals, water). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Participate in teacher-led activities (e.g., sorting rocks, mixing water and soil, watering plants, washing hands). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler | 3.3 YT.A: Participate in simple investigations of earth materials. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | The earth consists of different types of materials. | |||
| Young Toddler | Use senses and simple tools to explore earth materials. | Cognitive | E. Scientific Discovery | 1.2 Uses sense to explore |
| Young Toddler | Explore a variety of earth materials (e.g., large rocks, soil, wood, minerals, water). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Participate in teacher-led activities (e.g., sorting rocks, mixing water and soil, watering plants, washing hands). | Social-Emotional | A. Interactioins with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | 3.3 OT.A: Participate in simple investigations of earth materials. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | The earth consists of different types of materials. | |||
| Older Toddler | Use senses and simple tools to explore earth materials. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Explore a variety of earth materials (e.g., large rocks, soil, wood, minerals, water). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Participate in teacher-led activities (e.g., sorting rocks, mixing water and soil, gardening). | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Older Toddler | Use simple scientific vocabulary to label earth materials (e.g., rock, stone, soil, dirt). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Answer questions about observations of earth materials. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Participate in teacher-led activities (e.g., watering plants; filling fish tank; washing hands, sponges, and water). | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Older Toddler | Use simple scientific vocabulary to label water (e.g., wet, sink, float, warm, cold). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
Weather and Climate
| Infant | 3.3 I.B: Observe weather conditions. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
|---|---|---|---|---|
| Infant | Weather conditions change and can affect daily life. | |||
| Infant | Respond to weather (e.g., point to or move to window when raining or snowing). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Use senses to observe weather conditions. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | 3.3 YT.B: Observe and begin to label weather conditions. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Toddler | Weather conditions change and can affect daily life. | |||
| Young Toddler | Respond to weather (e.g., point to or move to window when raining or snowing, notice puddles). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Use senses to observe weather conditions. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Use simple words or signs to label weather (e.g., sun, snow, rain, cloud) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | 3.3 OT.B: Describe changes in weather conditions and discuss how weather affects daily life. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | 3.3 OT.A.2 Seasons correspond with observable conditions and weather affects daily life. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Respond to weather (e.g., point to or move to window when raining or snowing, notice puddles). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Use senses to observe weather conditions. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Use words or signs to label weather (e.g., sun, snow, rain, cloud). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Name the four seasons and an observable condition for that season (e.g., falling leaves, snow, rain, buds on trees or green grass). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Match types of clothing or activities to seasonal weather conditions (e.g., we use an umbrella when it is raining; we wear coats, hats, scarves, and mittens when it's cold outside). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 3.4 Environmental Literacy and Sustainability | ||||
|---|---|---|---|---|
| Sustainability and Stewardship Environmental Sustainability | ||||
| Infant | Emerging | |||
| Young Toddler | 3.4 YT.D: Engage in activities that reduce the impact of humans on the local environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Toddler | Human activity impacts the local environment. | |||
| Young Toddler | Imitate the disposing of waste | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older Toddler | 3.4 OT.D: Engage in activities that reduce the impact of humans on the local environment. | Cognitive | E. Scientific Discovery | 1. Explands simple observations and explorations into further inquiry |
| Older Toddler | Human activity impacts the local environment. | |||
| Older Toddler | Participate in discussions about ways people pollute the environment. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Participate in discussions about appropriate disposal of waste. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Attempt to sort waste into those things that can be recycled and those things that cannot. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Older Toddler | Practice recycling as part of routine | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 3.5 Technology and Engineering | ||||
| Applying, Maintaining, and Assessing Technological Products and Systems Impacts of Technology Influence of Society on Technological Development | ||||
| Infant | 3.5 I.A: Imitate use of various technologies in play. | Fine Motor | D. Use of Electronic Devices | 1.2 Uses finger to interact with touch screen |
| Infant | Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as communicating with one another. | |||
| Infant | Observe use of technology (e.g., telephone, cell phone, computer, camera, tablet). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Use technology props (e.g., old cell phones, toy or real cameras, computer keyboard) in play. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 3.5 YT.A: Imitate use of various technologies in play. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as communicating with one another. | |||
| Young Toddler | Observe use of technology (e.g., telephone, cell phone, computer, camera, tablet). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Use technology props (e.g., old cell phones, toy or real cameras, computer keyboard) in play. | Cognitive | A. Sensory Exploration | 2.1 Combines simple actions to examine people, animals, and objects |
| Older Toddler | 3.5 OT.A: Communicate about technology in their environment. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler | Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as communicating with one another. | |||
| Older Toddler | Observe use of technology (e.g., telephone, cell phone, computer, camera, tablet). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Use technology props (e.g., old cell phones, toy or real cameras, computer keyboard) in their play. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Label technology with appropriate vocabulary when using or shown (e.g., telephone, cell phone, computer, TV, camera, tablet). | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain interaction |
| Older Toddler | Discuss personal experiences with technology. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 3.5 OT.M: Engage in adult led activities as part of the engineering design process. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Older Toddler | The engineering design process has steps that should be followed. See introduction for these steps. | |||
| Older Toddler | The learner will: • Participate in adult activities that use the steps of the engineering design process. o Ask – Define the problem. o Imagine – Brainstorm possible solutions. o Plan – Research ideas and explore possibilities. Establish criteria and constraints. Consider alternative solutions and select an approach. o Create – Develop a design proposal. Make or model a prototype. Test and evaluate. o Improve – Refine the design, create the solution, communicate the results. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Infant | 3.5 I.N: Participate in simple investigations to determine how things work. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Infants learn how things work by using their senses through play and interacting with concrete materials. | |||
| Infant | Engage in play with concrete materials. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Explore their environment using different senses. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Observe adults taking things apart and putting them back together. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | 3.5 YT.N: Participate in simple investigations to determine how things work. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Young toddlers learn how things work by using their senses through play and interacting with concrete materials. | |||
| Young Toddler | Engage in play with concrete materials. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | Explore their environment using different senses. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore object to see how they work (e.g., pushing buttons to start and stop, turning object over). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Observe adults taking things apart and putting them back together. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | 3.5 OT.N: Participate in simple investigations to determine how things work. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Older toddlers learn how things work by asking questions and using their senses through play and interacting with concrete materials. | |||
| Older Toddler | Engage in play with concrete materials. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Explore their environment using different senses. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Explore object to see how they work (e.g., pushing buttons to start and stop, turning object over, taking things apart and putting them back together). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Observe adults taking things apart and putting them back together. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Engage is listening, questioning, and discussing. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Ask questions and discuss how things work. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Infant | 3.5 I.S: Participate in adult led play and exploration that applies design concepts, principles, and processes. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Infant | Play and exploration are an important part of the learning process. | |||
| Infant | Reference AL1.I.A, AL2.I.C, AL4.I.C | |||
| Young Toddler | 3.5 YT.S: Participate in adult led play and exploration that applies design concepts, principles, and processes. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| Young Toddler | Play and exploration are an important part of the learning process. | |||
| Young Toddler | Reference AL1.YT.A, AL2.YT.C, AL4.YT.C | |||
| Older Toddler | 3.5 OT.S: Participate in adult led play and exploration that applies design concepts, principles, and processes. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Older Toddler | Play and exploration are an important part of the learning process. | |||
| Older Toddler | Reference 3.5.OT.M | |||
| Infant | 3.5 I.CC: Engage in exploration of materials that represent technologies in the workplace. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | There are many careers that use technology. | |||
| Infant | Explore medical equipment and materials. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Play with real or model medical equipment (e.g., stethoscope, blood pressure cuff). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Infant | Explore transportation vehicles. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Infant | Explore simple construction tools and vehicles. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 3.5 YT.CC: Engage in exploration of materials that represent technologies in the workplace. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Young Toddler | There are many careers that use technology. | |||
| Young Toddler | Use simple workplace technologies for intended purpose (e.g., hold stethoscope to teddy bear's heart, use hammer to pound peg into pegboard, fill a dump truck). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Explore medical equipment and materials. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Play with real or model medical equipment (e.g., stethoscope, blood pressure cuff). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore simple construction tools and vehicles. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | 3.5 OT.CC: Engage in exploration of materials that represent technologies in the workplace. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | There are many careers that use technology. | |||
| Older Toddler | Use simple workplace technologies for intended purpose (e.g., hold stethoscope to teddy bear's heart, use hammer to pound peg into pegboard, fill a dump truck). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Identify the types of tools and materials used in construction. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Toddler | Talk about various types of vehicles used in the workplace (e.g., construction vehicles, fire-fighting vehicles, boats, airplanes). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Ask and answer questions about workplace technologies and their uses. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler | Match workplace technology to worker. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Social Studies Thinking: Connecting to Communities | ||||
|---|---|---|---|---|
| Civics and Government | ||||
| 5.1 Principles and Documents of Government | ||||
| A. Rule of Law | ||||
| Infant | 5.1 I.A Respond to adult guidance about behavior | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Infant | Reference 16.3 I.B | |||
| Young Toddler | 5.1 YT.A Demonstrate basic understanding of rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Toddler | Reference 16.3 YT.B | |||
| Older Toddler | 5.1 OT.A Follow basic rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler | Reference 16.3 OT.B | |||
| 5.2 Rights and Responsibilities of Citizenship | ||||
| A. Civic Rights and Responsibilities | ||||
| Infant | Emerging | |||
| Young Toddler | 5.2 YT.A Demonstrate sense of belonging to a group such as a class or family | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Point to pictures of family members | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Young Toddler | Follow the established daily routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Demonstrate familiarity with people and settings. (e.g., upon arrival walk to their classroom, place belongings in personal space) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 5.2 OT.A Communicate a sense of belonging to a group such as a class or family | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddler | Talk about family members | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Participate in decision-making | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Identify self in relationship to others in a group. (e.g., brother, sister, son, daughter, friend) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Older Toddler | Talk about things the family does together | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Older Toddler | Talk about things the class does together | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| B. Conflict and Resolution | ||||
| Infant | 5.2 I.B Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | 5.2 I.B Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Infant | Reference 16.2 I.D | |||
| Young Toddler | 5.2 YT.B Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | 5.2 YT.B Express emotion relating to a conflict | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler | Reference 16.2 YT.D | |||
| Older Toddler | 5.2 OT.B Communicate about a conflict and seek help to solve | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| Older Toddler | Reference 16.2 OT.D |
C. Government Services
| Infant | 5.2 I.C Explore costumes and props that represent community workers | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
|---|---|---|---|---|
| Infant | Play with real or model equipment. (e.g., stethoscope, blood pressure cuff, fire hose, play workbench) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Infant | Engage in dress-up play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | 5.2 YT.C Engage with costumes and props that represent community workers | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Use costumes and props of community workers for intended purpose. (e.g., hold stethoscope to teddy bear's heart, use hammer to pound peg into pegboard, fill a dump truck) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Engage in dress-up play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | 5.2 OT.C Recognize community workers through their uniforms and equipment | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Older Toddler | Use costumes and props of community workers for intended purpose. (e.g., hold stethoscope to teddy bear's heart, use hammer to pound peg into pegboard, fill a dump truck) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Engage in dress up play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Identify the types of equipment and materials community workers use | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
| Older Toddler | Ask and answer questions about community workers and their roles | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Match workplace equipment and uniform to worker | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Label community workers in their neighborhood | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| EAEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | ||
|---|---|---|---|---|
| Economics | ||||
| 6.1 Scarcity and Choice | ||||
| D. Incentives and Choice | ||||
| Infant | 6.1 I.D Demonstrate preference for specific objects and people | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Reference 16.3 I.A | |||
| Young Toddler | 6.1 YT.D Make simple choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Reference 16.3 YT.A | |||
| Older Toddler | 6.1 OT.D Communicate about a choice based on individual interest | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Make a choice and explain the reason for the choice | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6.3 Functions of Government | ||||
| D. Government's Role in International Trade | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 6.3 OT.D Communicate about products produced locally | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Talk about products that can be found around their homes | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Ask and answer questions about items that come from farms, factories, and/or businesses within the community | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 6.5 Income, Profit, and Wealth | ||||
|---|---|---|---|---|
| C. Types of Business | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 6.5 OT.C Communicate about local businesses | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Ask and answer questions about local businesses | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences | |
| Act on play scenarios that relate to local businesses. (e.g., getting haircut, pet, school, farmer's market) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Geography | ||||
| 7.1 Basic Geographic Literacy | ||||
| A. Geographic Tools | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 7.1 OT.A Use maps in play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Follow a pathway or roadway on a large car mat | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Follow a teacher-made map. (e.g., locate something in the environment, follow a course) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Ask and answer questions about maps | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 7.2 Physical Characteristics of Places and Regions | ||||
| A. Physical Characteristics | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 7.2 OT.A Describe the characteristics of home to gain understanding pf physical features | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Identify the characteristics of one's home. (e.g., door color, exterior type, type of home) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Describe the locations and uses of important areas within the home | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Identify the room in which certain items might be found | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| History | ||||
| 8.1 Historical Analysis and Skills Development | ||||
| A. Continuity and Change Over Time | ||||
| Infant | 8.1 I.A Anticipate next step of a familiar routine or activity | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Infant | Reference AL.2 I.B | |||
| Young Toddler | 8.1 YT.A Know the sequence of familiar routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Reference AL.2 YT.B | |||
| Older Toddler | 8.1 OT.A Identify and complete the sequence of familiar routines and tasks | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Reference AL.2 OT.B |
| Creative Thinking and Expression: Communicating Through the Arts | ||||
|---|---|---|---|---|
| 9.1.M Production and Performance - Music and Movement | ||||
| A. Elements and Principles | ||||
| Infant | Emerging | |||
| Young Toddler | 9.1.M YT.A Demonstrate an understanding of basic elements of music and movement | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Explore rhythm instruments | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Participate in teacher-guided music and movement activities | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small group activities |
| Young Toddler | Demonstrate understanding of fast, slow, loud, and soft | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | 9.1.M OT.A Know and use basic elements of music and movement | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Explore rhythm instruments | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Use rhythm instruments as intended | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Older Toddler | Participate in teacher-guided music and movement activities | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small group activities |
| Older Toddler | Demonstrate understanding of fast, slow, loud, and soft | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
B. Demonstration
| Infant | 9.1.M I.B Respond to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
|---|---|---|---|---|
| Infant | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Turn hear to source of music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | React to music with body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | 9.1.M YT.B Respond to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Turn hear to source of music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | React to music with body movements. (e.g., move, dance, clap, sway: movements may not match rhythm) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Use props in response to music. (e.g., scarves, instruments, ribbons) | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Young Toddler | Attempt to sing a familiar melodic pattern | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalization |
| Young Toddler | Attempt to imitate music patterns using available materials | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalization |
| Older Toddler | 9.1.M OT.B Respond to and communicate about music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Request favorite types of music | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Sing songs in recognizable ways | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | React to music with increasingly coordinated body movements. (e.g., move, dance, clap, sway: movements may not match rhythm) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Use props in response to music. (e.g., scarves, instruments, ribbons) | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Attempt to imitate music patterns and dance movements | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Older Toddler | Participate in group music activities for short periods of time | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Indicate likes and dislikes in regard to music | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
E. Representation
| Infant | 9.1.M I.E Express self through music and dance | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
|---|---|---|---|---|
| Infant | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Turn head to source of music | Cognitive | A. Sensory Exploration | 1.1. Orients to events or stimulation |
| Infant | React to music with body movements | Cognitive | A. Sensory Exploration | 1.1. Reacts to events or stimulation |
| Young Toddler | 9.1.M YT.E Respond to music and dance | Cognitive | A. Sensory Exploration | 1.1. Reacts to events or stimulation |
| Young Toddler | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1. Reacts to events or stimulation |
| Young Toddler | Turn hear to source of music | Cognitive | A. Sensory Exploration | 1.1. Orients to events or stimulation |
| Young Toddler | React to music with body movements. (e.g., move, dance, clay, sway: movements may not match rhythm) | Cognitive | A. Sensory Exploration | 1.1. Reacts to events or stimulation |
| Young Toddler | Use props in response to music. (e.g., scarves, instruments, ribbons) | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Young Toddler | Attempt to sing a familiar melodic pattern | Cognitive | B. Imitation and Memory | 2.2. Imitates familiar vocalization |
| Young Toddler | Attempt to imitate music patterns using available materials | Cognitive | B. Imitation and Memory | 2.2. Imitates familiar vocalization |
| Older Toddler | 9.1.M OT.E Respond to and communicate about music and dance | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1. Reacts to events or stimulation |
| Older Toddler | Request favorite types of music | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Sing songs in recognizable ways | Cognitive | B. Imitation and Memory | 2.2. Imitates familiar vocalization |
| Older Toddler | React to music with increasingly coordinated body movements. (e.g., move, dance, clap, sway: movements may not match rhythm) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Use props in response to music. (e.g., scarves, instruments, ribbons) | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Attempt to imitate music patterns and dance movements | Cognitive | B. Imitation and Memory | 1.1. Imitates novel simple motor action not already in repertoire |
| Older Toddler | Participate in group music activities for short periods of time | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Indicate likes and dislikes in regard to music | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
J. Technologies
| Infant | 9.1.M I.J Use technologies for producing music | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
|---|---|---|---|---|
| Infant | Explore musical instruments, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Use a variety of props to respond to music. (e.g., scarves, ribbons, bean bags) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | 9.1.M YT.J Use a variety of technologies for producing music or performing movements | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Young Toddler | Explore musical instruments, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Use a variety of props to respond to music. (e.g., scarves, ribbons, bean bags) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Attempt to imitate music patterns using musical instruments | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Older Toddler | 9.1.M OT.J Use a variety of technologies for producing music or performing movements | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Older Toddler | Explore musical instruments, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Use instruments to accompany music | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Use instruments as intended | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Use a variety of props to respond to music. (e.g., scarves, ribbons, bean bags) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Attempt to imitate music patterns using musical instruments | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
9.1.D Production and Performance - Dramatic and Performance Play
| B. Demonstration | ||||
|---|---|---|---|---|
| Infant | 9.1.D I.B Act out familiar scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Infant | Imitate familiar actions in play. (e.g., hold phone to ear, stir using spoon, use cups and plates to serve pretend meal) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | 9.1.D YT.B Act out familiar scenarios using objects with intended purpose | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Imitate familiar actions in play. (e.g., hold phone to ear, stir using spoon, use cups and plates to serve pretend meal) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Toddler | Use objects for intended purpose during play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | 9.1.D OT.B Explore real or make-believe scenarios through dramatic play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Imitate familiar actions in play. (e.g., hold phone to ear, stir using spoon, use cups and plates to serve pretend meal) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Use objects for intended purpose during play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Use one object to represent another object during play | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Older Toddler | Create own dramatic play scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Act out experiences that are new or unknown. (e.g., dentist) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Pretend to be a person or animal | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
E. Representation
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | Emerging | |||
| Older Toddler | 9.1.D OT.E Use imagination and creativity to express self through dramatic play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler | Imitate and repeat voice inflections and facial expressions to entertain others | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Older Toddler | Use non-conforming objects to create representations of real-life objects or activities | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| Older Toddler | Represent fantasy and real-life experiences through pretend play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Imitate roles of people, animals, or objects observed in life experiences | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler | Use props and costumes during dramatic play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Toddler | Ask others to watch a performance | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.V Production and Performance - Visual Arts | ||||
| A. Elements and Principles | ||||
| Infant | Emerging | |||
| Young Toddler | 9.1.V YT.A Demonstrate an understanding of basic elements of visual arts | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Young Toddler | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Young Toddler | Demonstrate an understanding of color | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Young Toddler | Create a picture using different colors | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Young Toddler | Combine colors | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Toddler | Explore a variety of art materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 9.1.V OT.A Know and use basic elements of visual arts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Communicate about art, demonstrating an understanding of color and shape | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Create a picture using different colors | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Toddler | Combine colors | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Toddler | Explore a variety of art materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Use art materials as intended | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| B. Demonstration | ||||
| Infant | 9.1.V I.B Combine a variety of materials to engage in the process of art | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Infant | Participate in teacher-guided art activities | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Infant | Use a variety of non-toxic materials. (e.g., paint, crayons, markers, wood, play dough) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Toddler | 9.1.V YT.B Combine a variety of materials to engage in the process of art | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Toddler | Participate in teacher-guided art activities | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Young Toddler | Use a variety of non-toxic materials. (e.g., paint, crayons, markers, wood, play dough) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Toddler | Demonstrate increased control of art technologies | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | 9.1.V OT.B Combine a variety of materials to engage in the process of art | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Toddler | Participate in teacher-guided art activities | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large group activities |
| Older Toddler | Use a variety of non-toxic materials. (e.g., paint, crayons, markers, wood, play dough, plastic safety scissors, stampers, rubbing plates) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Toddler | Demonstrate increased control of art technologies | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | Initiate independent works of art | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
E. Representation
| Infant | Emerging | |||
|---|---|---|---|---|
| Young Toddler | Emerging | |||
| Older Toddler | 9.1.V OT.E Use imagination and creativity to express self through the process of art | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Toddler | Initiate art activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Toddler | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Older Toddler | Select art materials during free choice | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Draw simple pictures to represent something | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Attempt to draw self-portrait | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Create basic shapes | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Toddler | Label own creations | Literacy | E. Writing | 1.1 Dictates description of drawing |
| J. Technologies | ||||
| Infant | 9.1.V I.J Use technologies in the process of creating art | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore a variety of tools and non-toxic art materials, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Infant | Manipulate materials in a variety of ways. (e.g., pounding, squeezing, poking) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Young Toddler | 9.1.V YT.J Use a variety of technologies in the process of creating art | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore a variety of tools and non-toxic art materials, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Young Toddler | Manipulate materials in a variety of ways. (e.g., pounding, squeezing, poking) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 9.1.V OT.J Use a variety of technologies in the process of creating art | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Explore a variety of tools and non-toxic art materials, including those which are culturally diverse | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Participate in teacher-guided visual art activities | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Older Toddler | Manipulate materials in a variety of ways. (e.g., pounding, squeezing, rolling, tearing, poking) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Toddler | Use art materials and tools as intended | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 9.3 Critical Response to Works in the Arts | ||||
|---|---|---|---|---|
| F. Identification | ||||
| Infant | 9.3 I.F Explore a variety of art forms | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Recognize and point to familiar objects or persons in photos or books | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Infant | Engage with photographs and paintings | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Engage in tactile art experiences | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Engage with music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Participate in teacher-guided music and movement activities | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large group activities |
| Young Toddler | 9.3 YT.F Engage with a variety of art forms | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage with photographs and paintings | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage in tactile art experiences | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage with music | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Participate in teacher-guided music and movement activities | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large group activities |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 9.3 OT.F Communicate about a variety of art forms | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Describe photographs and paintings | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Engage in tactile art experiences | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Communicate about the specific tools needed to perform a specific type of art. (e.g., "I need crayons.") | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Engage with music | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Participate in teacher-guided music and movement activities | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large group activities |
| Older Toddler | Communicate likes and dislikes | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Answer questions about different art forms | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
G. Critical Response
| Infant | 9.3 I.G Respond to various art forms | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
|---|---|---|---|---|
| Infant | Gaze at or point to a picture, painting, or photo | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Respond to a variety of music types, including culturally diverse music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Turn head to source of music | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Infant | React to music with body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | 9.3 YT.G Show interest in others' artistic expressions | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Young Toddler | Intentionally look at displayed pictures | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Young Toddler | Watch others dance | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddler | Imitate the artistic actions of others. (e.g., copy dance moves, choose a similar art tool after observing peer use) | Cognitive | A. Sensory Exploration | 1.1 Imitates novel simple motor action not already in repertoire |
| Older Toddler | 9.3 OT.G Comment on characteristics of others' artistic expressions | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Describe pictures | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Notice the way others are dancing to music | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Comment on the tools peers are using | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Health, Wellness, and Physical Development: Learning About My Body | ||||
|---|---|---|---|---|
| 10.1 Concepts of Health | ||||
| B. Interaction of Body Systems | ||||
| Infant | 10.1 I.B Locate basic body parts when named by an adult | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Infant | Point to or move fingers, hands, toes, feet, and head when asked | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Young Toddler | 10.1 YT.B Locate basic body parts when asked | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Young Toddler | Point to or move fingers, hands, toes, feet, and head when asked | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Young Toddler | Use fingers and hands during finger plays and songs with motions | Literacy | Fine Motor14 | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Older Toddler | 10.1 OT.B Identify and locate basic body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| Older Toddler | Name basic body parts | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Follow basic directions in a movement song. (e.g., shake your feet or wiggle your arms) | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Older Toddler | Point to or move fingers, hands, toes, feet, and head when asked | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Older Toddler | Use fingers and hands during finger plays and songs with motions | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| C. Nutrition | ||||
| Infant | Emerging | |||
| Young Toddler | Emerging | |||
| Older Toddler | 10.1 OT.C Participate in experiences related to healthy food choices | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Toddler | Explore health food options | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Toddler | Choose between healthy food options | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Toddler | Participate in discussions about food options | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.2 Healthful Living | ||||
|---|---|---|---|---|
| A. Health Practices, Products, and Services | ||||
| Infant | 10.2 I.A Participate in fundamental practices for good health | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Infant | Establish and engage in individualized daily routines. (e.g., eating, toileting, sleeping) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Infant | Use verbal and non-verbal cues to express needs. (e.g., hunger, tired, diaper change) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Actively participate with adult in daily hygiene routines | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Infant | Imitate basic hygiene practices. (e.g., wash hands, wipe nose) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Toddler | 10.2 YT.A Engage in fundamental practices for good health | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Toddler | Establish and engage in individualized daily routines. (e.g., eating, toileting, sleeping) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Toddler | Engage in daily activities that promote good health. (e.g., exercise, rest, eating, tooth brushing) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Toddler | Use verbal and non-verbal cues to express needs. (e.g., hunger, tired, diaper change) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Imitate and practice basic hygiene practices. (e.g., use tissue to wipe nose, wash hands, attempt to brush teeth, cough into elbow) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Toddler | Recognize basic health care workers | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 10.2 OT.A Discuss fundamental practices for good health | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Establish and engage in individualized daily routines. (e.g., eating, toileting, sleeping) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Toddler | Use verbal and non-verbal cues to express needs. (e.g., hunger, tired, diaper change) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Engage in daily activities that promote good health. (e.g., exercise, rest, eating, tooth brushing) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Toddler | Practice basic hygiene practices with adult reminder. (e.g., use tissue to wipe nose, wash hands, attempt to brush teeth, cough into elbow) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Toddler | Discuss basic hygiene practices | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddler | Ask and answer questions about health practices. (e.g., "Why do I need a nap?", explain that we need to eat well, get rest, and exercise to stay healthy) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Identify people that help keep us healthy | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.3 Safety and Injury Prevention | ||||
|---|---|---|---|---|
| A. Safe and Unsafe Practices | ||||
| Infant | 10.3 I.A Respond to basic safety words | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Infant | Stop behavior when told "no" or "stop" | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Infant | Look at adult before repeating a behavior | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young Toddler | 10.3 YT.A Cooperate with basic safety practices | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Young Toddler | Understand one-word rules such as "no" or "stop" | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| Young Toddler | Indicate that a behavior should not be done by saying "No, no" | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Young Toddler | Follow basic safety rules with adult reminders. (e.g., "Use walking feet." "Slide down the slide." "Hold railing when climbing down stairs.") | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | 10.3 OT.A Use and communicate about basic safety practices | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Respond appropriately when adult identifies an unsafe practice | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Understand clearly stated rules | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Ask questions about basic safety rules | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Older Toddler | Indicate that a behavior should not be done | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Older Toddler | Follow basic safety rules with adult reminders. (e.g., "Use walking feet." "Slide down the slide." "Hold railing when climbing stairs.") | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Seek support when trying something new or meeting new people | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Older Toddler | Participate in discussions about basic safety rules | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.4 Physical Activity - Gross Motor Coordination | ||||
|---|---|---|---|---|
| A. Control and Coordination | ||||
| Infant | 10.4 I.A Develop control of the body | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Infant | Control head and back | Gross Motor | A. Body Control and Weight Transfer | 1.3 Turns head side to side |
| Infant | Coordinate movement of arms and legs | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Infant | Use body to move. (e.g., rolling, pulling self to standing position, crawling, creeping) | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Young Toddler | 10.4 YT.A Control and coordinate the movement of the body | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler | Walk with increasing coordination | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler | Coordinate movements of arms, legs, and neck. (e.g., throw a ball, kick a ball) | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Young Toddler | Climb or crawl in and out of things | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Young Toddler | Attempt to jump | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Older Toddler | 10.4 OT.A Combine and coordinate body movement | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Older Toddler | Coordinate arm and leg movements when engaged in an activity. (e.g., throw a ball, kick a ball, use riding toys) | Gross Motor | C. Active Play | 1.6 Throws or rolls ball or similar object at target with both hands |
| Older Toddler | Run with increasing speed and develop coordination | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Older Toddler | Jump off low step, landing on two feet | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Older Toddler | Throw object at target. (e.g., bean bag in basket) | Gross Motor | C. Active Play | 1.5 Throws ball or similar object overhand at target with one hand |
| Older Toddler | Climb and crawl in and out of things. (e.g., navigate short ladder on play equipment) | Gross Motor | C. Active Play | 2.2 Climbs ladder |
B. Balance and Strength
| Infant | 10.4 I.B Exhibit strength and balance in stationary body movements | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
|---|---|---|---|---|
| Infant | Pull self to sitting position | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Infant | Hold self in sitting position | Gross Motor | A. Body Control and Weight Transfer | 5.2 Maintains sitting position in chair or other similar furniture |
| Infant | Sit and reach for objects without falling | Gross Motor | A. Body Control and Weight Transfer | 2. Puts weight on one hand and/or arm while reaching with opposite hand |
| Infant | Pull self to standing position | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Infant | Stand with support | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Young Toddler | 10.4 YT.B Exhibit balance and strength when moving from place to place | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Young Toddler | Squats to pick up toys | Gross Motor | B. Movement and Coordination | 2.1 Rises from sitting position to standing position |
| Young Toddler | Stands on tip-toes to reach for something | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler | Carry objects from one place to another | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler | Gets in and out of chair | Gross Motor | A. Body Control and Weight Transfer | 5. Gets out of chair or similar type of furniture |
| Young Toddler | Walk with one foot in front of the other | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler | Use steps (non-alternating feet) with support | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Young Toddler | Attempt to jump | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Older Toddler | 10.4 OT.B Demonstrate balance and strength when preforming gross motor activities | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Older Toddler | Sidestep across beam | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Older Toddler | Jump off low step using two feet | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Older Toddler | Jumps over small objects | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Older Toddler | Use steps (non-alternating feet) with support | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Older Toddler | Kick a ball | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Older Toddler | Carry objects from one place to another | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| 10.5 Concepts, Principles, and Strategies of Movement - Fine Motor Development | ||||
|---|---|---|---|---|
| A. Strength, Coordination, and Muscle Control | ||||
| Infant | 10.5 I.A Use fingers and hands to accomplish actions | Fine Motor | B. Functional Skill Use | 1. Activates object with single finger |
| Infant | Hold objects in hands | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Infant | Use pincer grasp to pick up objects. (e.g., cereal, banana slices, or small objects) | Fine Motor | B. Functional Skill Use | 2. Grasps pea-size object |
| Infant | Transfer objects from hand to hand | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Infant | Imitate motions of basic finger plays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Young Toddler | 10.5 YT.A Coordinate use of fingers, hands and wrists to accomplish actions | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Young Toddler | Manipulate a variety of objects | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Young Toddler | Pick up more than one object in the same hand | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Young Toddler | Transfer objects from one hand to another | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Young Toddler | Twist wrists to turn hands | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Young Toddler | Imitate motions of basic finger plays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Young Toddler | Hold objects in one hand and manipulate it with another hand. (e.g., tearing paper, brushing a doll's hair) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Older Toddler | 10.5 OT.A Coordinate use fingers, hands, and wrists to accomplish actions | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Toddler | Manipulate a variety of objects | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Toddler | Pick up more than one object in the same hand | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Older Toddler | Transfer objects from one hand to another | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Older Toddler | Twist wrists to turn hands | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Older Toddler | Imitate motions of basic finger plays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Older Toddler | Hold object in one hand and manipulate it with another hand. (e.g., tearing paper, brushing a doll's hair, string larger beads) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Older Toddler | Practice manual self-help skills. (e.g., snapping, Velcro) | Adaptive | C. Dressing and Undressing | 1.1 Unfastens garments |
| B. Eye/Hand Coordination | ||||
| Infant | 10.5 I.B Use eye and hand coordination to perform a task | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Infant | Pick up object and place in range of vision | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Pick up and manipulate objects | Fine Motor | A. Reach, Grasp, Hold, and Release | 2.4 Grasps hand-size object using whole hand |
| Infant | Attempt to turn pages of a board book using thumb and fingertips | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Infant | Point to objects | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Young Toddler | 10.5 YT.B Coordinate eye and hand movements to perform a task | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Pick up object and place in range of vision | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Pick up and manipulate objects | Fine Motor | A. Reach, Grasp, Hold, and Release | 2.4 Grasps hand-size object using whole hand |
| Young Toddler | Attempt to turn pages of a board book using thumb and fingertips | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Young Toddler | Stack toys and blocks | Fine Motor | A. Reach, Grasp, Hold, and Release | 3. Stacks objects |
| Young Toddler | Place objects in containers | Fine Motor | A. Reach, Grasp, Hold, and Release | 3.1 Releases object into targeted space |
| Young Toddler | Use nesting toys and place one inside another | Fine Motor | A. Reach, Grasp, Hold, and Release | 3. Stacks objects |
| Young Toddler | Point to objects | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Young Toddler | Manipulate pieces of age-appropriate puzzles | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy that requires putting pieces together |
| Older Toddler | 10.5 OT.B Coordinate eye and hand movements to perform a task | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Toddler | Pick up and manipulate objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Stack toys and blocks | Fine Motor | A. Reach, Grasp, Hold, and Release | 3. Stacks objects |
| Older Toddler | Place objects in containers | Fine Motor | A. Reach, Grasp, Hold, and Release | 3.1 Releases object into targeted space |
| Older Toddler | Use nesting toys and place one inside another | Fine Motor | A. Reach, Grasp, Hold, and Release | 3. Stacks objects |
| Older Toddler | Point to objects | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Older Toddler | Manipulate pieces of a puzzle | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy that requires putting pieces together |
| Older Toddler | Hold book with one hand while turning pages with the other | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Infant | 10.5 I.C Manipulate basic tools | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
|---|---|---|---|---|
| Infant | Attempt to use feeding utensils | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth using eating utensil |
| Infant | Hold basic art implements and make marks on paper | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler | 10.5 I.A Use fingers and hands to accomplish actions. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Use spoon and fork for eating | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth using eating utensil |
| Young Toddler | Use writing or drawing tools with limited coordination | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler | Use cups to practice pouring | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Older Toddler | 10.5 OT.C Use basic tools demonstrating refined skills | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Older Toddler | Use writing or drawing tools to make recognizable shapes, lines, or dots | Fine Motor | C. Mechanics of Writing | 1.1 Writes and/or draws using mixed strokes |
| Older Toddler | Use spoon and fork for eating | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth using eating utensil |
| Older Toddler | Use cups to practice pouring | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Older Toddler | Use safety scissors to make simple snips or cuts | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Older Toddler | Use child-sized household or classroom tools. (e.g., broom, plastic hammer, sponge, cloth) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Toddler | Use basic tools to manipulate play dough | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Pre-Kindergarten | ||||
|---|---|---|---|---|
| Approaches to Learning Through Play: Constructing, Organizing, and Applying Knowledge | ||||
| AL.1 Constructing and Gathering Knowledge | ||||
| A. Curiosity and Initiative | ||||
| AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. | Use senses to explore and learn from the environment. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. | Show interest and interact with others about their work or actions. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. | Demonstrate interest in new materials and experiences that are introduced into the classroom. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. | Ask questions to understand something. (e.g., “How does that work?”) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. | Watch others play and ask to join in. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| B. Risk-Taking | ||||
| AL.1 PK.B Demonstrate a willingness to participate in new and challenging experiences. | Actively explore new materials that are introduced into the classroom. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| AL.1 PK.B Demonstrate a willingness to participate in new and challenging experiences. | Observe peers engaged in an unfamiliar or new activity before joining in. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| AL.1 PK.B Demonstrate a willingness to participate in new and challenging experiences. | Listen attentively to learn proper technique for a new skill, and then follow through using the learned technique. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| AL.1 PK.B Demonstrate a willingness to participate in new and challenging experiences. | State discomfort at trying something new, but make attempts to try after encouragement. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| AL.1 PK.B Demonstrate a willingness to participate in new and challenging experiences. | Differentiate between appropriate and inappropriate methods for learning information. (e.g., understand that jumping from a high wall is a dangerous way to discover its height). | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| C. Stages of Play | ||||
|---|---|---|---|---|
| AL.1 PK.C Engage in complex play sequences with two or more children. | Use materials and objects to represent other objects. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| AL.1 PK.C Engage in complex play sequences with two or more children. | Initiate cooperative play with peers by establishing roles and a simple play scenario. (e.g., act out a doctor's office scenario, assigning a doctor and patients) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| AL.1 PK.C Engage in complex play sequences with two or more children. | Extend play scenarios over more than one day. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| AL.1 PK.C Engage in complex play sequences with two or more children. | Incorporate personal experiences and themes learned into play scenarios. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| AL.1 PK.C Engage in complex play sequences with two or more children. | Engage in simple games with rules with adult reminders and support. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| AL.2 Organizing and Understanding Information | ||||
| A. Engagement and Attention | ||||
| AL.2 PK.A Work toward completing a task, even if challenging, and despite interruptions. | State when they are being distracted. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.2 PK.A Work toward completing a task, even if challenging, and despite interruptions. | State when they are frustrated by a challenge. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.2 PK.A Work toward completing a task, even if challenging, and despite interruptions. | Move away from distractions to complete a task. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| B. Task Analysis | ||||
| AL.2 PK.B Independently break simple tasks into steps and complete them one at a time. | Attend and follow through on two-step directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multi-step directions with contextual cues |
| AL.2 PK.B Independently break simple tasks into steps and complete them one at a time. | Explain a routine sequence. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.2 PK.B Independently break simple tasks into steps and complete them one at a time. | Relate the steps necessary to complete a task or activity. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| AL.2 PK.B Independently break simple tasks into steps and complete them one at a time. | Relate the desired outcome or end goal of a task or activity. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| C. Persistence | ||||
|---|---|---|---|---|
| AL.2 PK.C Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. | Attempt to complete a task in more than one way (e.g., using materials in new ways, trial and error, breaking tasks into steps) before asking for help or stopping due to frustration. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| AL.2 PK.C Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. | Stick to a task after stating frustration. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| AL.2 PK.C Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. | Show pride in completion of a challenging task. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| D. Patterning | ||||
| AL.2 PK.D Recognize and extend simple patterns. | Identify patterns in the environment. (e.g., stripes on a flag) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| AL.2 PK.D Recognize and extend simple patterns. | Clap out rhythmic patterns. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| AL.2 PK.D Recognize and extend simple patterns. | Practice extending simple repeating patterns using manipulatives. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| E. Memory | ||||
| AL.2 PK.E Retain and recall information presented over a short period of time. | Relate information and/or experiences from the past. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| AL.2 PK.E Retain and recall information presented over a short period of time. | Remember and update simple information. (e.g., one's place in a story, song, or game if interrupted) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.2 PK.E Retain and recall information presented over a short period of time. | Engage in memory games. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| AL.2 PK.E Retain and recall information presented over a short period of time. | Recall details from stories, events, and experiences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| AL.3 Applying Knowledge | ||||
| A. Engagement and Attention | ||||
| AL.3 PK.A Use music, art, and/or stories to express ideas, thoughts, and feelings. | Reference 9.1.M.PK.E; 9.1.D.PK.E; 9.1.V.PK.E; 1.4.PK.M; 1.5.PK.E | |||
| B. Invention | ||||
| AL.3 PK.B Produce and explain the purpose for a new creation. | Engage in a variety of creative activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| AL.3 PK.B Produce and explain the purpose for a new creation. | Describe or draw a desired product. (e.g., create a blueprint for a block structure) | Literacy | E. Writing | 2.1 Makes representational drawings |
| AL.3 PK.B Produce and explain the purpose for a new creation. | Answer questions to explain the purpose of a creation. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.3 PK.B Produce and explain the purpose for a new creation. | Show pride in a creation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| C. Representation | ||||
| AL.3 PK.C Use materials and objects to represent new concepts. | Use non-conforming objects to create representations of real-life objects or activities. (e.g., block for phone, stick for spoon) | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| AL.3 PK.C Use materials and objects to represent new concepts. | Use real-life objects to represent make-believe or fantasy objects. (e.g., spoon for magic wand, broom for a flying horse) | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| AL.4 Learning through Experience | ||||
|---|---|---|---|---|
| A. Making Connections | ||||
| AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new setting. | Relate personal (e.g., home, cultural, community) experiences during play, and other school activities. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new setting. | Understand that appropriate activities and events may differ from home to school. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new setting. | Share new skills or tasks learned or practiced outside of school setting. (e.g., "Mommy taught me how to tie my shoe," demonstrate a forward roll that was learned in a weekend gymnastics class) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new setting. | Practice skills learned in a whole group demonstration or role-play during center exploration. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new setting. | Apply a skill to multiple tasks (e.g., use measuring cups in sensory table, outside, and in cooking activity) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| B. Resiliency | ||||
| AL.4 PK.B Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. | Reference 16.1.PK.C |
| C. Problem-Solving | ||||
|---|---|---|---|---|
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Try new ways to complete a familiar task. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Attempt to complete a task in more than one way (e.g., using materials in new ways, trial and error, breaking tasks into steps) before asking for help or stopping due to frustration. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Ask questions to clarify problems. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Discuss the different ways used to accomplish a task or to solve a problem. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Recall and use a previously successful strategy. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Change plan if a better strategy presents itself. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Observe mistakes and note the effectiveness of a different solution. (e.g., “That didn’t work because …”) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| AL.4 PK.C Attempt problem-solving activities to achieve a positive outcome. | Demonstrate increasing flexibility in a variety of situations, task, and activities. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| Social and Emotional Development: Student Interpersonal Skills | ||||
|---|---|---|---|---|
| 16.1 Self-Awareness and Self-Management | ||||
| A. Manages Emotions and Behaviors | ||||
| 16.1 PK.A Distinguish between emotions and identify socially accepted ways to express them. | Recognize and label basic feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 16.1 PK.A Distinguish between emotions and identify socially accepted ways to express them. | Express feelings that are appropriate to the situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 16.1 PK.A Distinguish between emotions and identify socially accepted ways to express them. | Express feelings verbally or through play and artistic representation. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 16.1 PK.A Distinguish between emotions and identify socially accepted ways to express them. | Name a range of feelings (e.g., excited, scared, angry, surprised). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 16.1 PK.A Distinguish between emotions and identify socially accepted ways to express them. | Control negative responses by expressing them in appropriate ways. (e.g., talking with a peer or telling a teacher) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| B. Influences of Personal Traits on Life | ||||
| 16.1 PK.B Recognize that everyone has personal traits which guide behavior and choices. | Demonstrate awareness of self and one’s own preferences. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 16.1 PK.B Recognize that everyone has personal traits which guide behavior and choices. | Know and state independent thoughts and feelings. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 16.1 PK.B Recognize that everyone has personal traits which guide behavior and choices. | Show pride in own accomplishments. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 16.1 PK.B Recognize that everyone has personal traits which guide behavior and choices. | Demonstrate confidence in own abilities. (e.g., “I can kick that ball really far.”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 16.1 PK.B Recognize that everyone has personal traits which guide behavior and choices. | Choose materials and activities based on preferences and personal interests. | Social-Emotional | B. Social-Emotional Expression and Regulation | 4.2 Makes choices to express preferences |
C. Resiliency
| 16.1 PK.C Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. | Stay calm when something does not go the way intended. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
|---|---|---|---|---|
| 16.1 PK.C Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. | Strive to correct mistakes. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 16.1 PK.C Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. | Move forward with a second attempt at something after the first attempt was unsuccessful. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 16.1 PK.C Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. | Ask for help with a task after an unsuccessful attempt. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| D. Goal-Setting | ||||
| 16.1 PK.D Establish goals independently and recognize their influence on choices. | Set and discuss goals for play and activities when asked. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 Establishing and Maintaining Relationships | ||||
|---|---|---|---|---|
| A. Relationships - Trust and Attachment | ||||
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Engage in reciprocal conversation with familiar peers and adults. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Respond to familiar adult's questions and directions. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Demonstrate appropriate affection for familiar adults and peers. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Seek out companionship from another child. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Use words denoting friendship. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Ask a child to play. (e.g., "Do you want to make a block house with me?"). | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Play cooperatively with a few peers for a sustained period of time. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Respond with empathy to others who are upset. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Share and take turns. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 16.2 PK.A Interact with peers and adults in a socially acceptable manner. | Respect feelings and belongings of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| B. Diversity | ||||
|---|---|---|---|---|
| 16.2 PK.B Identify similarities and differences between self and others. | Understand that each person has a set of unique characteristics. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 16.2 PK.B Identify similarities and differences between self and others. | Make drawings of people, including self-portraits, depicting body parts, clothing, and other physical characteristics. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 16.2 PK.B Identify similarities and differences between self and others. | Label personal characteristics. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 16.2 PK.B Identify similarities and differences between self and others. | Discuss the similarities and differences between self and others. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 16.2 PK.B Identify similarities and differences between self and others. | Understand that family structures may differ from one family to another. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 16.2 PK.B Identify similarities and differences between self and others. | Understand that the thoughts and feelings of others may differ from own. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 16.2 PK.B Identify similarities and differences between self and others. | Demonstrate respect for children's differences, including differences in thoughts and feelings. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| C. Communication | ||||
| 16.2 PK.C Engage in reciprocal communication with adults and peers. | Communicate using detail related to topic being discussed including topics of personal interest, and special events. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 PK.C Engage in reciprocal communication with adults and peers. | Pose questions related to topic being discussed. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 16.2 PK.C Engage in reciprocal communication with adults and peers. | Respond to questions posed by adults and peers. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 PK.C Engage in reciprocal communication with adults and peers. | Allow wait time before responding. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 16.2 PK.C Engage in reciprocal communication with adults and peers. | Engage in turn-taking. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| D. Managing Interpersonal Conflicts | ||||
|---|---|---|---|---|
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Use appropriate words and actions to express one's own desires. | Social-Emotional | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Identify a problem and discuss possible solutions. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Solve simple conflicts with peers with independence (e.g., share, take turns, apologize, try something else, ask for help) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Begin to negotiate conflicts that arise using words before seeking help. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Use words during a conflict instead of physically responding. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16.2 PK.D Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict. *See also 5.2 PK.B | Accept and attempt teacher's or others' ideas about new strategies to solve a conflict. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| E. Support - Asking for Help | ||||
| 16.2 PK.E Ask for and accept offers of help when needed or appropriate. | Attempt tasks independently before asking for help. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16.2 PK.E Ask for and accept offers of help when needed or appropriate. | Recognize when help is needed. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 PK.E Ask for and accept offers of help when needed or appropriate. | Recognize appropriate sources of help. (e.g., familiar adult, community helpers, peers) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 PK.E Ask for and accept offers of help when needed or appropriate. | Ask for adult help to solve a problem or to complete a task. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.2 PK.E Ask for and accept offers of help when needed or appropriate. | Respond appropriately to offers of help. (e.g., "That's okay, I can do it." or "Yes, thank you.") | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.3 Decision-Making and Responsible Behavior | ||||
|---|---|---|---|---|
| A. Decision-Making Skills | ||||
| 16.3 PKA Interpret the consequences of choices. | Recognize unsafe situations and tell an adult. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 16.3 PKA Interpret the consequences of choices. | Tell a peer when a rule is broken. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 16.3 PKA Interpret the consequences of choices. | Warn a peer about a safety risk on the playground. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 16.3 PKA Interpret the consequences of choices. | Encourage two friends who are having a dispute to “use their words and work it out.” | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 16.3 PKA Interpret the consequences of choices. | Discuss the reasons for having rules. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| B. Understanding Social Norms (Social Identity) | ||||
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Make transitions between places and people with minimal distress. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Use inside voices while indoors and outside voices when outdoors. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Cooperate in both large and small group activities that are facilitated by adult. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Apply classroom rules to new situations. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Adjust to changes in routines and activities. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 16.3 PK.B Recognize there are socially acceptable ways to behave in different places. | Follow rules and routines in classroom and other settings with reminders. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| C. Responsible Active Engagement - Empathy | ||||
| 16.3 PK.C Actively engage in assisting others when appropriate. | Respond with empathy to others who are upset. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16.3 PK.C Actively engage in assisting others when appropriate. | Recognize when someone needs help and offer assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16.3 PK.C Actively engage in assisting others when appropriate. | Respect another's attempts to complete tasks independently. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Language and Literacy Development: English Language Arts | ||||
|---|---|---|---|---|
| 1.1 Foundational Skills | ||||
| A. Book Handling | ||||
| 1.1 PKA Practice appropriate book-handling skills. | Orient a book correctly. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 1.1 PKA Practice appropriate book-handling skills. | Turn pages in order. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| 1.1 PKA Practice appropriate book-handling skills. | Use pointer or finger to track print on charts, posters, environmental print or in books. | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| 1.1 PKA Practice appropriate book-handling skills. | Practice tracking from top to bottom and left to right with scaffolding. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction, and from top to bottom of page |
| B. Print Concepts | ||||
| 1.1 PK.B Identify basic features of print. | Differentiate between numbers and letters and letters and words. | Literacy | C. Alphabet Knowledge | 1. Names all upper and lower case letters of alphabet |
| 1.1 PK.B Identify basic features of print. | Differentiate between numbers and letters and letters and words. | Math | C. Math Symbols | 1.2 Labels numerals to 5 |
| 1.1 PK.B Identify basic features of print. | Recognize and name some upper and lower case letters of the alphabet. | Literacy | C. Alphabet Knowledge | 1. Names all upper and lower case letters of alphabet |
| C. Phonological Awareness | ||||
| 1.1 PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | Recognize rhyming words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| 1.1 PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | Recognize when two or more words begin with the same sound (alliteration). | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| 1.1 PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | Count syllables in spoken words. | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| 1.1 PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | Isolate and pronounce initial sounds. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| 1.1 PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | Segment single-syllable spoken words into phonemes. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| D. Phonics and Word Recognition | ||||
| 1.1 PK.D Develop beginning phonics and word skills. | Associate some letters with their names and sounds. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| 1.1 PK.D Develop beginning phonics and word skills. | Identify familiar words and environmental print. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| E. Fluency | ||||
| Emerging to... Read emergent reader text with purpose and understanding. | Recite rhymes, songs, and familiar text while tracking with a finger or pointer. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Emerging to... Read emergent reader text with purpose and understanding. | Apply knowledge of letters, words, and sounds to read simple sentences. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Emerging to... Read emergent reader text with purpose and understanding. | Assemble letters to form words and words to form sentences and (pretend) to read the words or sentences back. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| 1.2 Reading Informational Text | ||||
| A. Key Ideas and Details - Main Idea | ||||
| 1.2 PK.A With prompting and support, retell key details of text that support a provided main idea. | Know that the details of a text can be used to support a main topic or idea. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 1.2 PK.A With prompting and support, retell key details of text that support a provided main idea. | Provide relevant details from a text which support a provided main idea | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| B. Key Ideas and Details - Text Analysis | ||||
| 1.2 PK.B Answer questions about a text. | Use specific details from the text to answer questions. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 1.2 PK.B Answer questions about a text. | Answer "who" or "what" the text is about | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 1.2 PK.B Answer questions about a text. | Answer "how" and/or "why" questions using specifics from the text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| C. Key Ideas and Details | ||||
| 1.2 PK.C With prompting and support, make connections between information in a text and personal experience. | Share personal experience and prior knowledge that is relevant to the text. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.2 PK.C With prompting and support, make connections between information in a text and personal experience. | Contribute relevant information to a K (know), W (what child wants to learn), L (what group learned) chart. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 1.2 PK.C With prompting and support, make connections between information in a text and personal experience. | Choose text based on personal interest and experiences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| E. Craft and Structure - Text Structure | ||||
| 1.2 PK.E Identify the front cover, back cover, and title page of a book. | Relate that texts are organized in a predictable format. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| 1.2 PK.E Identify the front cover, back cover, and title page of a book. | Identify the title page of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| 1.2 PK.E Identify the front cover, back cover, and title page of a book. | Identify the front cover of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| 1.2 PK.E Identify the front cover, back cover, and title page of a book. | Identify the back cover of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| F. Craft and Structure - Vocabulary | ||||
| 1.2 PK.F With prompting and support, answer questions about unfamiliar words read aloud from a text. | Participate in discussions about unfamiliar words. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.F With prompting and support, answer questions about unfamiliar words read aloud from a text. | Connect prior understandings to unfamiliar words. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| G. Integration of Knowledge and Ideas - Diverse Media | ||||
| 1.2 PK.G With prompting and support, answer questions to connect illustrations to the written word. | Retell a simple sequence in a text using picture support. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 1.2 PK.G With prompting and support, answer questions to connect illustrations to the written word. | Match pictures to ideas, objects, or steps in a sequence. | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| 1.2 PK.G With prompting and support, answer questions to connect illustrations to the written word. | Describe pictures in a text in detail to answer specific questions about the text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| I. Integration of Knowledge and Ideas - Analysis Across Texts | ||||
| 1.2 PK.I With prompting and support, identify basic similarities and differences between two texts read aloud on the same topic. | Recognize that texts have similar components that can be compared and contrasted (e.g., main ideas, details) | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.2 PK.I With prompting and support, identify basic similarities and differences between two texts read aloud on the same topic. | Participate in strategies that provide opportunities to compare and contrast texts and/or components of texts (e.g., Venn diagrams, T-charts) | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| J. Vocabulary Acquisition and Use | ||||
| 1.2 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Talk about pictures using new vocabulary words or phrases. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Begin to use new vocabulary when asking questions or describing situations or objects. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| K. Vocabulary Acquisition and Use | ||||
|---|---|---|---|---|
| 1.2 PK.K With prompting and support, clarify unknown words or phrases read aloud. | Recognize words or phrases that are unfamiliar to them. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.K With prompting and support, clarify unknown words or phrases read aloud. | Ask, “What does that mean?” | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.K With prompting and support, clarify unknown words or phrases read aloud. | Talk about connections between familiar and unfamiliar words or phrases that mean similar things (e.g., grass, lawn) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| L. Range of Reading | ||||
| 1.2 PK.L With prompting and support, actively engage in group reading activities with purpose and understanding. | Ask and answer questions about the text being read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 1.2 PK.L With prompting and support, actively engage in group reading activities with purpose and understanding. | Share relevant prior knowledge about text being read aloud. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.L With prompting and support, actively engage in group reading activities with purpose and understanding. | Respond to and build on comments from other children. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.2 PK.L With prompting and support, actively engage in group reading activities with purpose and understanding. | Use ideas gained in group reading activities in other daily routines, learning centers, and activities. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 1.3 Reading Literature | ||||
| A. Key Ideas and Details - Theme | ||||
| 1.3 PK.A With prompting and support, retell a familiar story in a sequence with picture support. | Retell a story in sequential order using various materials. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| B. Key Ideas and Details - Text Analysis | ||||
| 1.3 PK.B Answer questions about a particular story (who, what, how, when, and where). | Use specific details from the story to answer questions. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| C. Key Ideas and Details - Literary Elements | ||||
| 1.3 PK.C With prompting and support, answer questions to identify characters, settings, and major events in a story. | Demonstrate understanding that “setting” is where a story takes place. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.C With prompting and support, answer questions to identify characters, settings, and major events in a story. | Demonstrate understanding that “characters” are people or animals who have a role in the story. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.C With prompting and support, answer questions to identify characters, settings, and major events in a story. | Respond to questions and prompts about characters, settings, and events during a read-aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| D. Craft and Structure - Point of View | ||||
| 1.3 PK.D With prompting and support, name the author and illustrator of a story. | Understand that an author writes the story. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| 1.3 PK.D With prompting and support, name the author and illustrator of a story. | Understand that the illustrator draws the pictures. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| E. Craft and Structure - Text Structure | ||||
|---|---|---|---|---|
| 1.3 PK.E With prompting and support, recognize common types of text. | Understand that different types of texts are used for different purposes. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.E With prompting and support, recognize common types of text. | Understand that a storybook has characters, setting, and actions associated with words and, most often, illustrations. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.E With prompting and support, recognize common types of text. | Understand that a poem consists of words arranged in patterns of sound (e.g., rhyming words, alliteration) | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.E With prompting and support, recognize common types of text. | Tell if a text is storybook or poem. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.3 PK.E With prompting and support, recognize common types of text. | Differentiate between real and make-believe | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| F. Craft and Structure - Vocabulary | ||||
| 1.3 PK.F Answer questions about unfamiliar words read aloud from a story. | Participate in discussions about unfamiliar words. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.F Answer questions about unfamiliar words read aloud from a story. | Connect prior understandings to unfamiliar words. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| G. Integration of Knowledge and Ideas - Sources of Information | ||||
| 1.3 PK.G Describe pictures in books using detail. | Attach action and descriptive words to illustrations (e.g., “That man in the yellow hat is running fast”) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| H. Integration of Knowledge and Ideas - Text Analysis | ||||
| 1.3 PK.H Answer questions to compare and contrast the adventures and experiences of characters in familiar stories. | Understand that characters within the same story or characters from different stories can be compared and contrasted | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 1.3 PK.H Answer questions to compare and contrast the adventures and experiences of characters in familiar stories. | Participate in strategies that provide opportunities to compare and contrast the experiences of characters (e.g., Venn diagrams, T-charts, dramatic play) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| I. Vocabulary Acquisition and Use - Strategies | ||||
|---|---|---|---|---|
| 1.3 PK.I With prompting and support, clarify unknown words or phrases read aloud. | Recognize words or phrases that are unfamiliar to them | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.I With prompting and support, clarify unknown words or phrases read aloud. | Ask, “What does that mean?” | Social-Communication | B. Communicative Understanding | 4.1 Answers “who,” “what,” and “where” questions |
| 1.3 PK.I With prompting and support, clarify unknown words or phrases read aloud. | Talk about connections between familiar and unfamiliar words or phrases that mean similar things (e.g., grass, lawn) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| J. Vocabulary Acquisition and Use | ||||
| 1.3 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Talk about pictures using new vocabulary words or phrases. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.J Use new vocabulary and phrases acquired in conversations and being read to. | Begin to use new vocabulary when asking questions or describing situations or objects. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| K. Range of Reading | ||||
| 1.3 PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. | Ask and answer questions about story or poem being read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 1.3 PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. | Share relevant prior knowledge about text being read aloud. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. | Respond to and build on comments from other children. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.3 PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. | Use ideas gained in group reading activities in other daily routines, learning centers, and activities. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 1.4 Writing | ||||
| A. Informative/Explanatory | ||||
| 1.4 PK.A Draw/dictate to compose informative/explanatory texts examining a topic. | Use illustration/dictation to convey meaning about a particular topic. | Literacy | E. Writing | 2.1 Makes representational drawings |
| 1.4 PK.A Draw/dictate to compose informative/explanatory texts examining a topic. | Create a picture about a nonfiction topic and talk about it. | Literacy | E. Writing | 2.1 Makes representational drawings |
| B. Informative/Explanatory - Focus | ||||
| 1.4 PK.B With prompting and support, draw/dictate about one specific topic. | Create a picture about a non-fiction topic and talk about it. | Literacy | E. Writing | 2.1 Makes representational drawings |
| 1.4 PK.B With prompting and support, draw/dictate about one specific topic. | Create a picture about a non-fiction topic and talk about it. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| C. Informative/ Explanatory - Organization | ||||
| 1.4 PK.C With prompting and support, generate ideas to convey information. | Brainstorm ideas for pictures and stories. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.4 PK.C With prompting and support, generate ideas to convey information. | Tell adult what she/he will draw. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| D. Informative/Explanatory - Organization | ||||
| 1.4 PK.D With prompting and support, make logical connections between drawing and dictation. | Understand that words are connected to print. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 1.4 PK.D With prompting and support, make logical connections between drawing and dictation. | Work with adult to create words or sentences that relate to drawings. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| F. Informative/Explanatory - Conventions of Language | ||||
| Emerging to... Spell simple words phonetically. | Write symbols, letters, or letter-like shapes | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Emerging to... Spell simple words phonetically. | Attempt to reproduce own name and/or simple words, with most letters correct | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| M. Narrative | ||||
| 1.4 PK.M Dictate narratives to describe real or imagined experiences or events. | Use illustration/dictation to convey meaning about an experience or event. | Literacy | E. Writing | 2.1 Makes representational drawings |
| 1.4 PK.M Dictate narratives to describe real or imagined experiences or events. | Create a picture about an experience or event and talk about it. | Literacy | E. Writing | 2.1 Makes representational drawings |
N. Narrative - Focus
| 1.4 PK.N Establish “who” and “what” the narrative will be about. | Generate ideas for writing. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
|---|---|---|---|---|
| 1.4 PK.N Establish “who” and “what” the narrative will be about. | Understand that “who” a story will be about refers to the person, animal, or animated object that the story will be about. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.4 PK.N Establish “who” and “what” the narrative will be about. | Understand that “what” a story will be about refers to the sequenced events that happen to the referenced “who.” | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| 1.4 PK.N Establish “who” and “what” the narrative will be about. | Respond when asked “who” or “what” a story is about, and follow through when drawing about or dictating the story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| O. Narrative - Content | ||||
| 1.4 PK.O With prompting and support, describe experiences and events. | When prompted, provide details (e.g., descriptive words, feelings, and thoughts of the character) to further develop a story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 1.4 PK.O With prompting and support, describe experiences and events. | Tell adult what she/he has drawn/written about. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| P. Narrative - Organization | ||||
| 1.4 PK.P Recount a single event and tell about the events in the order in which they occurred. | Understand that stories can be told about a single event. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 1.4 PK.P Recount a single event and tell about the events in the order in which they occurred. | Understand that a single event is made up of a series of smaller events that are in a sequence (before, next, end). | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 1.4 PK.P Recount a single event and tell about the events in the order in which they occurred. | Respond with a logical sequence of events when asked “what” their story is about. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| R. Narrative - Conventions of Language | ||||
| Emerging to... Spell simple words phonetically. | Write symbols, letters, or letter like shapes. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Emerging to... Spell simple words phonetically. | Attempt to reproduce own name and/or simple words, with most letters correct. | Literacy | E. Writing | 3.2 Prints first name |
| T. Production and Distribution of Writing - Writing Process | ||||
|---|---|---|---|---|
| 1.4 PK.T With guidance and support from adults and peers, respond to questions and suggestions, and add details as needed. | Understand that drawings and dictations can convey meaning to an audience. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 1.4 PK.T With guidance and support from adults and peers, respond to questions and suggestions, and add details as needed. | Understand that stories may have to be changed to make meaning more clear. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 1.4 PK.T With guidance and support from adults and peers, respond to questions and suggestions, and add details as needed. | Share work with others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 1.4 PK.T With guidance and support from adults and peers, respond to questions and suggestions, and add details as needed. | Participate in discussions about their work. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.4 PK.T With guidance and support from adults and peers, respond to questions and suggestions, and add details as needed. | When prompted, make changes to work based on feedback. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| V. Conducting Research | ||||
| 1.4 PK.V Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic. | Ask adults for explanations or information using why, how, where, and when questions (e.g., “Why do leaves turn colors?” “Why doesn’t Jamal like pizza?”) | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 1.4 PK.V Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic. | Use a variety of resources (e.g., adults and peers, books, digital media, maps, recipes, experts) to find new information. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| W. Credibility, Reliability, and Validity of Sources | ||||
| 1.4 PK.W With guidance and support, recall information from experiences or books. | Respond to prompts which require reference to prior experiences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.4 PK.W With guidance and support, recall information from experiences or books. | Relate prior experiences and learning to a current topic. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| X. Range of Writing | ||||
| Emerging to... Write routinely over short time frames. | Engage in writing opportunities including journaling. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Emerging to... Write routinely over short time frames. | Ask adult to “write down the words” of his/her story or to his/her drawing. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Emerging to... Write routinely over short time frames. | Ask to revisit previous work. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.5 Speaking and Listening | ||||
|---|---|---|---|---|
| A. Comprehension and Collaboration - Collaborative Discussion | ||||
| 1.5 PK.A Participate in collaborative conversations with peers and adults in small and larger groups. | Communicate using detail related to topic being discussed. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.5 PK.A Participate in collaborative conversations with peers and adults in small and larger groups. | Pose questions related to topic being discussed. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 1.5 PK.A Participate in collaborative conversations with peers and adults in small and larger groups. | Allow wait time before responding. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 1.5 PK.A Participate in collaborative conversations with peers and adults in small and larger groups. | Engage in turn-taking. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker/listener role during conversations with others |
| B. Comprehension and Collaboration - Critical Listening | ||||
| 1.5 PK.B Answer questions about key details in a text read aloud or information presented orally or through other media. | Respond to a question with an answer or details related to the topic being discussed. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| C. Comprehension and Collaboration - Evaluating Information | ||||
| 1.5 PK.C Respond to what a speaker says to follow directions, seek help, or gather information. | Follow two-step directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multi-step directions with contextual cues |
| 1.5 PK.C Respond to what a speaker says to follow directions, seek help, or gather information. | Act upon or respond to simple statements and questions showing understanding of intent. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single word directive |
| D. Presentation of Knowledge and Ideas - Purpose, Audience, and Task | ||||
| 1.5 PK.D Use simple sentences; share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. | Talk about stories, experiences, and interests using some detail. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.5 PK.D Use simple sentences; share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. | Use appropriate volume to be heard by group, paying attention to inside and outside voices. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| 1.5 PK.D Use simple sentences; share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. | Use appropriate pacing when speaking. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| E. Presentation of Knowledge and Ideas - Context | ||||
| 1.5 PK.E Use simple sentences; express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. | Talk about personal thoughts, feelings, and ideas. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 1.5 PK.E Use simple sentences; express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. | Use appropriate volume to be heard by group, paying attention to inside and outside voices. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| 1.5 PK.E Use simple sentences; express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. | Use appropriate pacing when speaking. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| G. Conventions of Standard English | ||||
| 1.5 PK.G Demonstrate command of the conventions of standard English when speaking based on Pre-Kindergarten level and content. | Speak in complete sentences that contain more than three words. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 1.5 PK.G Demonstrate command of the conventions of standard English when speaking based on Pre-Kindergarten level and content. | Use past tense. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 1.5 PK.G Demonstrate command of the conventions of standard English when speaking based on Pre-Kindergarten level and content. | Use plurals including those which do not end in “s.” | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| 1.5 PK.G Demonstrate command of the conventions of standard English when speaking based on Pre-Kindergarten level and content. | Use pronouns. | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| 1.5 PK.G Demonstrate command of the conventions of standard English when speaking based on Pre-Kindergarten level and content. | Use a variety of prepositions. | Social-Communication | C. Communicative Expression | 2. Uses plural form of pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Mathematical Thinking and Expression: Exploring, Processing, and Problem-Solving | ||||
| 2.1 Numbers and Operations | ||||
| A. Counting and Cardinality | ||||
| 1. Cardinality | ||||
| 2.1 PK.A.1 Know number names and the count sequence. | Name numerals up to 10. | Math | C. Math Symbols | 2.2 Labels numerals from 6–10 |
| 2.1 PK.A.1 Know number names and the count sequence. | Name numerals up to 10. | Math | C. Math Symbols | 1.2 Labels numerals to 5 |
| 2.1 PK.A.1 Know number names and the count sequence. | Rote count up to 20. | Math | A. Counting | 3. Counts out 20 items |
| 2.1 PK.A.1 Know number names and the count sequence. | Match a numeral to a set of 0–10 objects. | Math | B. Quantitative Relations | 2.2 Creates equivalent sets of 10 items |
| 2.1 PK.A.1 Know number names and the count sequence. | Represent a number of objects with a written numeral 0–10. | Math | C. Math Symbols | 2. Reads and writes numeral for quantities 6–10 |
| 2.1 PK.A.1 Know number names and the count sequence. | Differentiate numerals from letters. | Math | C. Math Symbols | 3.2 Labels numerals from 11–20 |
| 2.1 PK.A.1 Know number names and the count sequence. | Counts on when a specific number is provided. | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| 2. Counting | ||||
| 2.1 PK.A.2 Count to tell the number of objects | Subitize (visually quantify) to determine how many: attach a numerical value to a set of objects without counting up to six. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| 2.1 PK.A.2 Count to tell the number of objects | Use one-to-one correspondence when counting to 10. | Math | A. Counting | 2. Counts out 10 items |
| 2.1 PK.A.2 Count to tell the number of objects | State the total number of objects counted, demonstrating understanding that the last number named tells the number of objects counted. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| 2.1 PK.A.2 Count to tell the number of objects | Use counting and numbers as part of play and as a means for determining quantity. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| 3. Comparing | ||||
|---|---|---|---|---|
| 2.1 PK.A.3 Compare numbers. | Create sets of objects with same and different amounts. | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| 2.1 PK.A.3 Compare numbers. | Identify 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 | 1.3 Uses quantity comparison words |
| 2.1 PK.A.3 Compare numbers. | Compare two numbers between 1 and 5 when presented as written numerals. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 2.1 PK.A.3 Compare numbers. | Practice use of mathematical vocabulary to compare numbers of objects. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| MP. Mathematical Processes | ||||
| 2.1 PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. | Engage in numerical play. | Math | A. Counting | 3. Counts out 20 items |
| 2.1 PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. | Persist in numerical play. (Reference AL.2 PK.C) | Math | A. Counting | 3. Counts out 20 items |
| 2.1 PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. | When prompted, communicate thinking while engaged in numerical play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.1 PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. | Talk and listen to peers during numerical play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.1 PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. | Use common forms of numerical representation. (e.g., fingers, tally marks, dots) | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 2.2 Algebraic Concepts | ||||
| A. Operations and Algebraic Thinking | ||||
| 1. Operations and Algebraic Thinking | ||||
| 2.2 PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | Represent 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 | 1.3 Solves picture or object problems using count all strategy |
| 2.2 PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | Explain adding and subtracting sets of objects up to and including six, using basic math vocabulary. (e.g., putting together, adding to, taking away, taking apart, taking from) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 2.2 PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | Join sets of objects. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| 2.2 PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | Separate sets of objects. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| 2.2 PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | Add objects to a set and tell a number story about it. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| MP. Mathematical Processes | ||||
| 2.2 PK.MP Use mathematical processes when representing relationships. | Engage in mathematical play. | Math | A. Counting | 2. Counts out 10 items |
| 2.2 PK.MP Use mathematical processes when representing relationships. | Persist in mathematical play. (Reference AL.2 PK.C) | Math | A. Counting | 2. Counts out 10 items |
| 2.2 PK.MP Use mathematical processes when representing relationships. | Problem-solving during mathematical play. (Reference AL.4 PK.C) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 2.2 PK.MP Use mathematical processes when representing relationships. | When prompted, communicate thinking while engaged in mathematical play. | Math | All | All |
| 2.2 PK.MP Use mathematical processes when representing relationships. | Talk and listen to peers during mathematical play. | Math | All | All |
| 2.2 PK.MP Use mathematical processes when representing relationships. | Use common forms of numerical representation. (e.g., fingers, tally marks, dots) | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| 2.3 Geometry | ||||
| A. Geometry | ||||
| 1. Identification | ||||
| 2.3 PK.A.1 Identify and describe shapes. | Describe objects in the environment using names of shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 2.3 PK.A.1 Identify and describe shapes. | Recognize and describe the attributes of geometric figures. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 2.3 PK.A.1 Identify and describe shapes. | Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 2.3 PK.A.1 Identify and describe shapes. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (solid). | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 2. Application | ||||
| 2.3 PK.A.2 Analyze, compare, create, and compose shapes. | Analyze and compare two - and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 2.3 PK.A.2 Analyze, compare, create, and compose shapes. | Model shapes in the world by building shapes from components and drawing shapes. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 2.3 PK.A.2 Analyze, compare, create, and compose shapes. | Use geoboards to create shapes with rubber bands. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 2.3 PK.A.2 Analyze, compare, create, and compose shapes. | Use simple shapes to compose larger shapes. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| MP. Mathematical Processes | ||||
|---|---|---|---|---|
| 2.3 PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. | Engage in geometric play. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 2.3 PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. | Persist in geometric play. (Reference AL.2 PK.C) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 2.3 PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. | Problem-solving during geometric play. (Reference AL.4 PK.C) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 2.3 PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. | When prompted, communicate thinking while engaged in geometric play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.3 PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. | Talk and listen to peers during geometric play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.4 Measurement, Data, and Probability | ||||
| A. Measurement and Data | ||||
| 1. Measurement | ||||
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Recognize attributes of objects that can be measured. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Measure objects using non-standard items. (e.g., hands, shoes, yarn, blocks) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Practice use of standard measurement tools. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Practice using measurement vocabulary. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Sort and order by one attitude. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Use ordinal number words to describe the position of objects (first, second, last). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.4 PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. | Compare two objects with a measurable attribute in common to see which object has "more of" / "less of" the attribute and describe the difference. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 4. Data | ||||
|---|---|---|---|---|
| 2.4 PK.A.4 Classify objects and count the number of objects in each category. | Classify up to 10 objects using one attribute into categories. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 2.4 PK.A.4 Classify objects and count the number of objects in each category. | Display the number of objects in each category. | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |
| 2.4 PK.A.4 Classify objects and count the number of objects in each category. | Count and compare the quantities of each category to describe which category has "more of" / "less of" the attribute. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| MP. Mathematical Processes | ||||
| 2.4 PK.MP Use mathematical processes when measuring, representing, organizing, and understanding data. | Engage in activities that include measuring, representing, organizing, and understanding data. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 2.4 PK.MP Use mathematical processes when measuring, representing, organizing, and understanding data. | Persist in activities that include measuring, representing, organizing, and understanding data. (Reference AL.2.PK.C) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 2.4 PK.MP Use mathematical processes when measuring, representing, organizing, and understanding data. | Problem-solve in activities that include measuring, representing, organizing, and understanding data. (Reference AL.4.PK.C) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 2.4 PK.MP Use mathematical processes when measuring, representing, organizing, and understanding data. | When prompted, communicate thinking while engaged in activities that include measuring, representing, organizing, and understanding data. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 2.4 PK.MP Use mathematical processes when measuring, representing, organizing, and understanding data. | Talk and listen to peers during activities that include measuring, representing, organizing, and understanding data. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Scientific Thinking and Technology: Exploring, Scientific Inquiry, and Discovery | ||||
|---|---|---|---|---|
| 3.1 Life Science | ||||
| Organization for Matter and Energy Flow in Organisms | ||||
| 3.1 PKA: Use observations to identify and describe what plants and animals (including humans) need to survive. | ||||
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Sort objects by living and non-living. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Categorize common living things into plants and animals. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | State that living things need air, food, and water to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Observe the effect of darkness and light on growing plants. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Tell the parts of a person, an animal, or a plant. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Draw a picture of a person, an animal, or a plant including most of the major observable features. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Ask questions about objects, organisms, and events. | Social-Communication | D. Social Use of Language | 2.1 Ask questions to obtain information |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Use the five senses and simple equipment to gather data. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Collect objects during a nature walk. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Describe observations accurately. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Compare observations with others. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| There are differences between living and non-living things. All living things have basic needs that allow them to live and grow. | Make a prediction about the result of the experiment. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
PA Standard
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 3.1 PK.A.3 Recognize that plants and animals grow and change. | Observe and document the growth of a living thing through drawings, writing, and/or photos. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 3.1 PK.A.3 Recognize that plants and animals grow and change. | Observe and document the growth of a living thing through drawings, writing, and/or photos. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 3.1 PK.A.3 Recognize that plants and animals grow and change. | Describe changes in people and animals over time. (e.g., losing teeth, growing out of clothing, beans sprouting) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 3.1 PK.A.3 Recognize that plants and animals grow and change. | Care for plants and animals in the classroom. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 3.2 Physical Sciences | ||||
|---|---|---|---|---|
| Structure and Properties of Matter | ||||
| 3.2 PKA: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | ||||
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Recognize the different types of matter. (e.g., solid, liquid, gas) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Describe objects according to size, shape, color, or properties of matter. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Collect items and sort them according to shape, color, or other attributes. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Recognize that matter takes on different shapes depending upon its type. (e.g., solids have a definite shape, liquids take the shape of their container, gas lacks shape and is present everywhere) | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Ask questions about objects. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Use the five senses and simple equipment to gather data. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Experiment with changes in matter. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Experiment with changes in substances when combined. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Different kinds of matter exist, and matter can be described and classified by its observable properties. | Make a prediction about the results of the experiment. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Matter can change depending on temperature. | Point out when a change in matter occurs. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Matter can change depending on temperature. | Observe differences in water (e.g., ice cube or snow melting and freezing). | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Matter can change depending on temperature. | Notice changes in food substances during cooking. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Matter can change depending on temperature. | Experiment with changes in matter. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Matter can change depending on temperature. | Experiment with changes in substances when combined. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Forces and Motion | ||||
| 3.2 PK.A: Participate in investigations to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. | ||||
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Comment about the motion of a variety of objects during play. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Demonstrate an understanding of fast, slow, back, forth, start, and stop. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Use the five sense and simple equipment to gather data. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Experiment with objects or ideas to obtain a result. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Make predictions about an outcome (e.g., What might happen to a kite when the wind blows or slows down?). | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Describe observations accurately. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Compare observations with others. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | Push or pull objects with varying size, shape, and weights. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Reference 3.5.PK.M | ||||
| Types of Interactions | ||||
| 3.2 PK.B: Participate in investigations to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | ||||
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Demonstrate an understanding of push and pull. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Participate in activities that involve changes in strength and direction in the pushing and pulling of objects and discuss the outcomes. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Make predictions about an outcome (e.g., What might happen to a car that is pushed up or down a hill?). | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Describe observations accurately. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Compare observations with others. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Pushes and pulls can have different strengths and directions and when objects touch or collide, they push on one another and can change motion. | Push or pull objects using varying strengths and directions. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Conservation of Energy and Energy Transfer | ||||
| 3.2 PK.C: Recognize that light from the sun has an effect on the earth’s surface. | ||||
| Sunlight warms the earth’s surface. | Understand the earth’s surface could include rocks, sand, soil, water. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Sunlight warms the earth’s surface. | Participate in investigations of the effect of the sun on the earth’s surface. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
3.2 PK.D: Participate in simple investigations that will reduce the warming effect of sunlight.
| Placing an object between the sun and the earth's surface will reduce the warming effect of the sunlight. | Comment on the impact an object has when placed between the sun and the earth's surface (e.g., umbrellas, canopies, and tents). | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
|---|---|---|---|---|
| Placing an object between the sun and the earth's surface will reduce the warming effect of the sunlight. | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 3.3 Earth and Space Science | ||||
| Weather and Climate | ||||
| 3.3 PK.A: Identify seasons that correspond with observable conditions and identify how weather affects daily life. | ||||
| Seasons correspond with observable conditions and weather affects daily life. | Name the four seasons and an observable condition for that season. (e.g., falling leaves, snow, rain, buds on trees, or green grass) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Seasons correspond with observable conditions and weather affects daily life. | Match types of clothing or activities to seasonal weather conditions. (e.g., we use an umbrella when it is raining; we wear coats, hats, scarves) | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Seasons correspond with observable conditions and weather affects daily life. | Use a thermometer as a tool for measuring temperature. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Seasons correspond with observable conditions and weather affects daily life. | Talk about current weather events that affect the community. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 3.4 Environmental Literacy and Sustainability | ||||
| Agricultural and Environmental Systems and Resources | ||||
| 3.4 PK.A: Identify natural resources available to people in their daily lives. | ||||
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | State that living things need air, food, and water to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | Understand that the things we use can be made from things found in the environment. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | Match simple items used by people to its natural resource. (e.g., milk to cow, wood for building to tree, wool to sheep) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | Understand that natural resources are materials that come from the environment and are used by people. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | Discuss and use natural items collected from the immediate environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Living things, including humans, need water, air, and resources from the land; and they live in places that have the things they need. | Label human needs as air, food, water, shelter, clothing. | Cognitive | E. Scientific Discovery | 3.1 Classifies according to function |
| Sustainability and Stewardship | ||||
| 3.4 PK.D: Engage in activities that reduce the impact of humans on the local environment. | ||||
| Things people do impact the world around them. People can make choices that reduce those impacts. | Identify how litter can have a negative impact on the environment. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Things people do impact the world around them. People can make choices that reduce those impacts. | Participate in experiments that show how litter can impact the environment. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Things people do impact the world around them. People can make choices that reduce those impacts. | Identify ways that litter should be handled. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Things people do impact the world around them. People can make choices that reduce those impacts. | Sort waste into those things that can be recycled and those things that cannot. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Things people do impact the world around them. People can make choices that reduce those impacts. | Practice recycling as part of classroom routine. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 3.5 Technology and Engineering | ||||
| Applying, Maintaining, and Assessing Technological Products and Systems | ||||
| 3.5 PK.A: Identify and use everyday symbols. | ||||
| Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions. Reference 9.1.V PK.E | Label symbols including road signs, symbols for persons with disabilities, and icons on a screen. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions. Reference 9.1.V PK.E | Use symbols to represent or communicate an idea or a solution to a problem. | Cognitive | C. Conceptual Knowledge | 2.1 Recognizes symbols |
| 3.5 PK.C: Identify various technologies used in everyday life. | ||||
| Technology impacts daily living and can be used as a tool for understanding the world and communicating with others. | Label technology with appropriate vocabulary when using or shown. (e.g., telephone, cell phone, computer, TV, camera, tablet, e-reader, Smart board) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Technology impacts daily living and can be used as a tool for understanding the world and communicating with others. | Discuss personal experiences with technology. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 3.5 PK.E: Explain the helpful and harmful effects of technology. | ||||
|---|---|---|---|---|
| Use of technology impacts humans and the environment. | Label technology with appropriate vocabulary when using or shown. (e.g., telephone, cell phone, computer, TV, camera, tablet, e-reader, Smart board) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Use of technology impacts humans and the environment. | Discuss personal experiences with technology. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Use of technology impacts humans and the environment. | Identify how technology affects daily lives. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Use of technology impacts humans and the environment. | Describe different types of technology. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Use of technology impacts humans and the environment. | Discuss how technology use could be helpful or harmful. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 3.5 PK.K: Safely use tools to complete tasks. | ||||
| Tools can be used to accomplish a task. Tools are anything used to extend human capability also referred to as technology. | Identify different tools. | Cognitive | C. Conceptual Knowledge B. Imitation and Memory | 2.1 Recognizes symbols |
| Tools can be used to accomplish a task. Tools are anything used to extend human capability also referred to as technology. | Use tools for intended purpose. | Cognitive | C. Conceptual Knowledge B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Tools can be used to accomplish a task. Tools are anything used to extend human capability also referred to as technology. | Discuss the ways in which tools can be used safely. | Cognitive | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Tools can be used to accomplish a task. Tools are anything used to extend human capability also referred to as technology. | Follow established rules (e.g., time limit, handling with care, putting away) when using tools. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Tools can be used to accomplish a task. Tools are anything used to extend human capability also referred to as technology. | Choose tools that are appropriate for an identified task. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Design and Design Thinking in Technology and Engineering Education | ||||
| 3.5 PK.M: Demonstrate essential skills of the engineering design process. | ||||
| The Engineering Design Process has steps that should be followed. | Identify the steps of the engineering design process (Ask, Imagine, Plan, Create, Improve). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| The Engineering Design Process has steps that should be followed. | Participate in activities that use the steps of the engineering design process. ◦ Ask – Define the problem. ◦ Imagine – Brainstorm possible solutions. ◦ Plan – Research ideas and explore possibilities. Establish criteria and constraints. Consider alternative solutions and select an approach. ◦ Create – Develop a design proposal. Make or model a prototype. Test and evaluate. ◦ Improve – Refine the design, create the solution, communicate the results. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 3.5 PK.N: Participate in simple investigations to determine how things work. | ||||
| Asking questions, listening, discussing, and testing predictions assist in understanding how things work. | Engage in listening, questioning, and discussing. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by adult |
| Asking questions, listening, discussing, and testing predictions assist in understanding how things work. | Ask questions about how things work. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Asking questions, listening, discussing, and testing predictions assist in understanding how things work. | Observe and discuss how things work. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Asking questions, listening, discussing, and testing predictions assist in understanding how things work. | Take things apart and put them back together. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| E. Succession | ||||
| 4.1 PK.E Identify the change of seasons in the environment. | Name the four seasons and an observable condition for that season. (e.g., falling leaves, snow, rain, buds on trees, or green grass) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 4.1 PK.E Identify the change of seasons in the environment. | Match types of clothing or activities to seasonal weather conditions. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 4.1 PK.E Identify the change of seasons in the environment. | Use a thermometer as a tool for measuring temperature. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 3.5 PK.S: Apply design concepts, principles, and processes through play and exploration. | ||||
| There is always more than one possible solution to a problem. Play and exploration are important in testing multiple solutions. | Reference 3.5.PK.M Reference AL1.PK.A, AL2.PK.C, AL3.PK.B, AL3.PK.C, AL4.PK.C. | |||
| Integration of Knowledge, Technologies, and Practices | ||||
| 3.5 PK.X: Develop a plan in order to complete a task. | ||||
| 4.2 PK.B Identify a wetland as an ecosystem in Pennsylvania. | Reference AL2.PK.B | |||
| Nature and Characteristics of Technology and Engineering | ||||
| 3.5 PK.CC: Discuss the roles of scientists, engineers, technologists, and others who work with technology. | ||||
| There are many careers that use technology. | Act out roles' scientists, engineers, technologists, and others who work with technology. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| There are many careers that use technology. | Examine and explore different careers and discuss the similarities and differences in the way that those careers use technology. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Social Studies Thinking: Connecting to Communities | ||||
|---|---|---|---|---|
| Civics and Government | ||||
| 5.1 Principles and Documents of Government | ||||
| A. Rule of Law | ||||
| 5.1 PK.A State rules and their consequences. | Describe classroom rules. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| 5.1 PK.A State rules and their consequences. | Explain a consequence for breaking a classroom rule. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| F. Symbols | ||||
| 5.1 PK.F Identify basic American symbols. (e.g., American flag) | Discuss images, pictures or items that are symbols of America. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5.1 PK.F Identify basic American symbols. (e.g., American flag) | Identify the American flag. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 5.1 PK.F Identify basic American symbols. (e.g., American flag) | Replicate the American flag using art materials. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 5.2 Rights and Responsibilities of Citizenship | ||||
| A. Civic Rights and Responsibilities | ||||
| 5.2 PK.A Identify self-membership of a group such as the class or family. | Display awareness of role as member of a group. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| 5.2 PK.A Identify self-membership of a group such as the class or family. | Participate in group decision-making. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 5.2 PK.A Identify self-membership of a group such as the class or family. | Participate in classroom and family responsibilities. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 5.2 PK.A Identify self-membership of a group such as the class or family. | Talk about responsibilities at home. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5.2 PK.A Identify self-membership of a group such as the class or family. | Work cooperatively with other children to achieve an outcome. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| B. Conflict and Resolution | ||||
|---|---|---|---|---|
| 5.2 PK.B Identify a problem and discuss possible solutions with adult assistance. *See also 16.2 PK.D | Identify one or two solutions to a problem. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 5.2 PK.B Identify a problem and discuss possible solutions with adult assistance. *See also 16.2 PK.D | Attempt to solve a conflict with a peer. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 5.2 PK.B Identify a problem and discuss possible solutions with adult assistance. *See also 16.2 PK.D | Work with a peer to develop a solution to a problem. (e.g., ways to share the playdough when there isn't enough) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 5.2 PK.B Identify a problem and discuss possible solutions with adult assistance. *See also 16.2 PK.D | Suggest simple solutions to conflict which are most often based upon own needs and desires. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| C. Leadership and Public Service | ||||
| Emerging to... Identify classroom projects/activities that support leadership and service. | Show interest in leadership opportunities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Emerging to... Identify classroom projects/activities that support leadership and service. | Choose a leader for a classroom project. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Emerging to... Identify classroom projects/activities that support leadership and service. | Ask to be the line leader. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Emerging to... Identify classroom projects/activities that support leadership and service. | Request to help teacher. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 5.3 How Government Works | ||||
| C. Government Services | ||||
| 5.3 PK.C Identify community workers through their uniforms and equipment. | Match descriptions of people's work in a community with picture illustrating the job. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 5.3 PK.C Identify community workers through their uniforms and equipment. | Act out roles of community workers in dramatic play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 5.3 PK.C Identify community workers through their uniforms and equipment. | Relay personal experiences to describe the work that community workers do. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
F. Conflict and the Court System
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Use inside voices while indoors and outside voices when outdoors. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
|---|---|---|---|---|
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Cooperate in both large and small group activities that are facilitated by adult. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Follow rules and routines in classroom. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Respond with empathy to others who are upset. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Recognize when someone needs help and offer assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 5.3 PK.F Identify appropriate behaviors for responsible classroom citizens. | Respect another's attempts to complete tasks independently. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Economics | ||||
| 6.1 Scarcity and Choice | ||||
| A. Scarcity and Choice | ||||
| Emerging to... Identify how scarcity influences choice. | Understand that some resources are limited. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Emerging to... Identify how scarcity influences choice. | Notice when materials are running low (e.g., “We need more paper in the art area.”). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Emerging to... Identify how scarcity influences choice. | Offer to share materials when materials are scarce. (e.g., one shovel in sensory table). | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Emerging to... Identify how scarcity influences choice. | Show preference for one material/center, but choose a different material/center when materials are scarce or center is full. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| B. Limited Resources | ||||
| Emerging to... Identify family wants and needs. | Identify what people need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Emerging to... Identify family wants and needs. | Demonstrates awareness of one’s own preferences. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Emerging to... Identify family wants and needs. | Identify personal wants. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| D. Incentives and Choice | ||||
| 6.1 PK.D Identify a choice based on individual interest. | Make a choice and explain the reason for the choice. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6.1 PK.D Identify a choice based on individual interest. | Provide a reason for choosing to play in a particular center that shows interest in specific materials or people. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 6.2 Markets and Economic Systems | ||||
| C. Advertising and Media | ||||
| Emerging to... Identify advertisements that encourage us to buy things. | Recognize logos (environmental print) from local businesses. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Emerging to... Identify advertisements that encourage us to buy things. | Discuss advertisements. (e.g., radio, print, TV) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| D. Price Determination | ||||
| 6.2 PK.D Explain how money is used. | Identify that money is used to buy things. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 6.2 PK.D Explain how money is used. | State that money can be saved. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 6.2 PK.D Explain how money is used. | Use pretend money while engaging in dramatic play activities. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 6.2 PK.D Explain how money is used. | Practice exchanging play money for goods. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 6.3 Functions of Government | ||||
| D. Government's Role in International Trade | ||||
| 6.3 PK.D Identify products produced locally. | Name items that come from farms, factories, and/or businesses within the community. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 6.3 PK.D Identify products produced locally. | Talk about products that can be found around their homes. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
AEPS-3 Items
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 6.5 Income, Profit, and Wealth | ||||
| A. Factors Influencing Wages | ||||
| 6.5 PK.A Differentiate between work and play. | Respond that adults work to earn money. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 6.5 PK.A Differentiate between work and play. | Relate that work involves performing an activity that is chosen and directed by someone else, and has a specific goal. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6.5 PK.A Differentiate between work and play. | Relate that play is a self-selected activity that may or may not have a specific purpose. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| C. Types of Business | ||||
| 6.5 PK.C Identify local businesses. | Participate in role play that is related to a local business. (e.g., pet store, hair salon, restaurant) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 6.5 PK.C Identify local businesses. | Describe where customers go to acquire specific goods or services. (e.g., food purchased at grocery store, hammer and nails purchased at hardware store) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Geography | ||||
| 7.1 Basic Geographic Literacy | ||||
| A. Geographic Tools | ||||
| 7.1 PK.A Explain how a map is a representation of places. | Use a simple map. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 7.1 PK.A Explain how a map is a representation of places. | Use available materials (e.g., blocks) to represent buildings, roads, or houses. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 7.1 PK.A Explain how a map is a representation of places. | Include representations of roads, bodies of water, and buildings in play. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 7.1 PK.A Explain how a map is a representation of places. | Discuss tools used to locate places. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 7.1 PK.A Explain how a map is a representation of places. | Use the term “map.” | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| B. Location of Places and Regions | ||||
| Emerging to... Describe the location of places in the home, school, and community to gain an understanding of relative location. | Describe the location of items/areas in the classroom and at home. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Emerging to... Describe the location of places in the home, school, and community to gain an understanding of relative location. | Use directionality, size, and position (e.g., left, right, first, last, little, big, top, bottom) to describe location. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Emerging to... Describe the location of places in the home, school, and community to gain an understanding of relative location. | Place pictures of common household items in the proper rooms of a floor plan. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Emerging to... Describe the location of places in the home, school, and community to gain an understanding of relative location. | Listen to directions and retrieve items. | Social-Communication | B. Communicative Understanding | 3.1 Follows multi-step directions with contextual cues |
AEPS-3 Items
| 7.2 Physical Characteristics of Places and Regions | ||||
|---|---|---|---|---|
| A. Physical Characteristics | ||||
| 7.2 PK.A Describe the characteristics of home and frequently visited locations to gain an understanding of physical features. | Describe simple characteristics of home. (e.g., type of dwelling, where located, what surrounds it). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 7.2 PK.A Describe the characteristics of home and frequently visited locations to gain an understanding of physical features. | Identify familiar places in the neighborhood. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 7.2 PK.A Describe the characteristics of home and frequently visited locations to gain an understanding of physical features. | Describe simple characteristics of business or community structures (e.g., type of dwelling, where located, what surrounds it). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| History | ||||
| 8.1 Historical Analysis and Skills Development | ||||
| A. Continuity and Change Over Time | ||||
| 8.1 PK.A Identify a sequence of events through a day. | Demonstrate an understanding of past, present, and future (e.g., today is __, yesterday was __, and tomorrow will be __, recall information from the immediate past, sequence pictures of self from birth to present). | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 8.1 PK.A Identify a sequence of events through a day. | Describe the daily routine (e.g., what happens first, before lunch, after lunch, at end of day). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 8.1 PK.A Identify a sequence of events through a day. | Show anticipation for regularly-scheduled events. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 8.1 PK.A Identify a sequence of events through a day. | Use words to describe time (e.g., yesterday, today, tomorrow, o'clock). | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| C. Research | ||||
| 8.1 PK.C Understand that information comes from many sources such as books, computers, and newspapers. | Label types of media and what information can be gained (e.g., recipes from a cookbook, prices from an advertisement). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 8.1 PK.C Understand that information comes from many sources such as books, computers, and newspapers. | Locate information on identified topics using media (e.g., music, books, maps, TV programming, newspapers, magazines, movies, Internet, applications, advertising). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Creative Thinking and Expression: Communicating Through the Arts | ||||
|---|---|---|---|---|
| 9.1.M Production and Performance - Music and Movement | ||||
| A. Elements and Principles | ||||
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Practice rhythms in different forms of music and dance. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Explore rhythm instruments. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Use rhythm instruments as intended. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Participate in teacher-guided music and movement activities. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small group activities |
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Participate in group movement activities demonstrating an awareness of shared space. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.M PK.A Know and use basic elements and principles of music and movement. | Demonstrate an understanding of “fast,” “slow,” “loud,” and “soft.” | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| B. Demonstration | ||||
| 9.1.M PK.B Respond to different types of music and dance through participation and discussion. | Participate in teacher-guided music and movement activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.M PK.B Respond to different types of music and dance through participation and discussion. | Sing familiar songs, chants, and finger plays. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 9.1.M PK.B Respond to different types of music and dance through participation and discussion. | Dance to different types of music. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1.M PK.B Respond to different types of music and dance through participation and discussion. | Discuss music and movement experiences. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| E. Representation | ||||
|---|---|---|---|---|
| 9.1.M PK.E Use imagination and creativity to express self through music and dance. | Initiate music and movement activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.M PK.E Use imagination and creativity to express self through music and dance. | Select music and movement area during free choice. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.M PK.E Use imagination and creativity to express self through music and dance. | Improve songs and rhythmic patterns. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 9.1.M PK.E Use imagination and creativity to express self through music and dance. | Change words or tune of familiar songs to make new songs. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 9.1.M PK.E Use imagination and creativity to express self through music and dance. | Use body to represent form in space, finger plays, or stories. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| J. Technologies | ||||
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Explore musical instruments. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Use instruments to accompany music. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Use instruments as intended. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Use age appropriate digital media applications to create music. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Use a variety of props to enhance movement activities (e.g., scarves, bean bags, ribbons). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1 M.PK.J Use a variety of technologies for producing or performing works of art. | Use recording devices (e.g., voice recorder, video recorder) to capture music and/or movement performances. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9.1.D Production and Performance - Dramatic and Performance Play | ||||
|---|---|---|---|---|
| B. Demonstration | ||||
| 9.1.D PK.B Recreate a dramatic play experience for an audience. | Create various voice inflections and facial expressions in play. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| 9.1.D PK.B Recreate a dramatic play experience for an audience. | Change voice inflections when recreating various characters. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| 9.1.D PK.B Recreate a dramatic play experience for an audience. | Direct peers or follow peers' instructions about dramatic play schemes. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.D PK.B Recreate a dramatic play experience for an audience. | Act out stories with guidance of the adult. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| E. Representation | ||||
| 9.1.D PK.E Use imagination and creativity to express self through dramatic play. | Use nonconforming objects to create representations of real-life objects or activities. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| 9.1.D PK.E Use imagination and creativity to express self through dramatic play. | Represent fantasy and real-life experiences through pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.D PK.E Use imagination and creativity to express self through dramatic play. | Imitate roles of people, animals, or objects observed in life experiences. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.D PK.E Use imagination and creativity to express self through dramatic play. | Use props and costumes during dramatic play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.D PK.E Use imagination and creativity to express self through dramatic play. | Create props from available materials. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 9.1.V Production and Performance - Visual Arts | ||||
|---|---|---|---|---|
| A. Elements and Principles | ||||
| 9.1.V PK.A Know and use basic elements of visual arts. | Participate in teacher-guided visual arts activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.V PK.A Know and use basic elements of visual arts. | Choose art center during free choice. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.V PK.A Know and use basic elements of visual arts. | Demonstrate an understanding of "color," "shape," and "line." | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 9.1.V PK.A Know and use basic elements of visual arts. | Create a picture using different colors, varying the intensity of strokes and combining colors. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| B. Demonstration | ||||
| 9.1.V PK.B Combine a variety of materials to create a work of art. | Participate in teacher-guided visual arts activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.V PK.B Combine a variety of materials to create a work of art. | Choose art center during free choice. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.V PK.B Combine a variety of materials to create a work of art. | Use a variety of materials (e.g., chalk, paint, crayons, pencils, markers, wood, playdough). | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 9.1.V PK.B Combine a variety of materials to create a work of art. | Draw to explore and extend themes in the classroom. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| E. Representation | ||||
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Participate in teacher-guided visual arts activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Choose art center during free choice. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Draw self-portrait. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Create a work of art to represent a real or imagined object, animal, or person. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Use a growing number of details and make more realistic representations. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 9.1.V PK.E Use imagination and creativity to express self through visual arts. | Choose different art materials to represent different types of thoughts or feelings. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
J. Technologies
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Explore a variety of art materials and tools. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
|---|---|---|---|---|
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Participate in teacher-guided visual arts activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Choose art center during free choice. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Use art materials and tools as intended. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Manipulate materials in a variety of ways (e.g., pounding, squeezing, cutting, rolling). | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Use age-appropriate digital media applications to create works of art. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 9.1.V PK.J Use a variety of technologies for producing works of art. | Use recording devices (e.g., digital camera, video recorder) to capture works in progress and finished works of art. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| 9.2 Historical and Cultural Context of Works in the Arts |
D. Perspective
| 9.2 PK.D Explain that instruments or art forms represent cultural perspectives. | Explore instruments from different cultures. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
|---|---|---|---|---|
| 9.2 PK.D Explain that instruments or art forms represent cultural perspectives. | Participate in discussions about where various instruments and art forms originate. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| 9.2 PK.D Explain that instruments or art forms represent cultural perspectives. | Identify cultures represented by various art forms. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 9.3 Critical Response to Works in the Arts | ||||
| F. Identification | ||||
| 9.3 PK.F Recognize and name a variety of art forms. | Identify a photo, painting, drawing, dance, and songs. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| G. Critical Response | ||||
| 9.3 PK.G Formulate and share an opinion about others’ art products. | Observe, applaud, or comment on the works of others. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 9.3 PK.G Formulate and share an opinion about others’ art products. | Share an opinion about art work when asked, “What do you think this is about?” | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 9.4 Aesthetic Response to Works in the Arts | ||||
| B. Emotional Response | ||||
| 9.4 PK.B Demonstrate an emotional response to viewing or creating various art works. | Respond through body language, facial expression, or oral language. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 9.4 PK.B Demonstrate an emotional response to viewing or creating various art works. | Respond through humming, swaying, tapping foot to others’ work. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 9.4 PK.B Demonstrate an emotional response to viewing or creating various art works. | Respond at appropriate times (laugh, sigh) at others’ performance. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Health, Wellness, and Physical Development: Learning About My Body | ||||
|---|---|---|---|---|
| 10.1 Concepts of Health | ||||
| B. Interaction of Body Systems | ||||
| 10.1 PK.B Identify and locate body parts. | Participate in body identification games and songs (e.g., Hokey Pokey). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.1 PK.B Identify and locate body parts. | Point to specific body parts when asked. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| 10.1 PK.B Identify and locate body parts. | Draw pictures that include some body parts. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 10.1 PK.B Identify and locate body parts. | Participate in discussions about the functions of specific body parts. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| C. Nutrition | ||||
| 10.1 PK.C Identify foods that keep our body healthy. | Identify healthy and unhealthy foods. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 10.1 PK.C Identify foods that keep our body healthy. | Classify foods by their food groups (e.g., fruits, vegetables, dairy). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 10.1 PK.C Identify foods that keep our body healthy. | Make healthy food choices. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| D. Alcohol, Tobacco, and Chemical Substances | ||||
| 10.1 PK.D Identify and discuss the purposes of medicine. | Identify that medicine can be used to stay healthy. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.1 PK.D Identify and discuss the purposes of medicine. | Discuss times when medicine may be needed. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.1 PK.D Identify and discuss the purposes of medicine. | Discuss safety practices related to proper medicine use. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| E. Health Problems and Disease Prevention | ||||
|---|---|---|---|---|
| 10.1 PK.E Identify and discuss common health problems. | Participate in discussions about infectious (e.g., colds, flu, chicken pox, pink eye) and non-infectious illnesses (e.g., asthma, allergies) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.1 PK.E Identify and discuss common health problems. | Discuss the concept of “germs.” | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.1 PK.E Identify and discuss common health problems. | Participate in activities that exemplify the spread of germs. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| 10.2 Healthful Living | ||||
| A. Health Practices, Products, and Services | ||||
| 10.2 PK.A Identify fundamental practices for good health. | Practice basic hygiene routines with adult reminders (e.g., hand washing, tooth brushing, cover nose and mouth when sneezing). | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brush teeth, comb hair, and wipe nose |
| 10.2 PK.A Identify fundamental practices for good health. | Explain that we need to eat well, get rest, and exercise to stay healthy. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.2 PK.A Identify fundamental practices for good health. | Identify people that help keep us healthy. (e.g., doctor, nurse, or dentist; gym teacher) | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| 10.2 PK.A Identify fundamental practices for good health. | Identify specific practices that support body development and function (e.g., exercise, good nutrition, rest). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| E. Health and the Environment | ||||
| 10.2 PK.E Identify environmental factors that affect health. | Discuss plants, insects, and animals that could be harmful; share personal experiences when relevant. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.2 PK.E Identify environmental factors that affect health. | Identify harmful substances. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 10.2 PK.E Identify environmental factors that affect health. | Discuss how we protect our bodies in different seasons (e.g., use sunscreen in summer, wear warm clothing in winter). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.3 Safety and Injury Prevention | ||||
|---|---|---|---|---|
| A. Safe and Unsafe Practices | ||||
| 10.3 PK.A Recognize safe and unsafe practices. | Identify and follow basic safety rules (e.g., on playground, in classroom, on field trip, crossing street). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 10.3 PK.A Recognize safe and unsafe practices. | Identify the consequence of an unsafe behavior. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 10.3 PK.A Recognize safe and unsafe practices. | Identify and avoid unsafe practices (e.g., playing with matches, talking to strangers). | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 10.3 PK.A Recognize safe and unsafe practices. | Explain how community helpers (e.g., firefighters, police officers) can keep us safe. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| B. Emergency Responses | ||||
| 10.3 PK.B Recognize emergency situations and discuss appropriate responses. | Identify procedures for a variety of emergencies. (e.g., fire, tornado, intruder, medical emergency) | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 10.3 PK.B Recognize emergency situations and discuss appropriate responses. | Participate in discussions that differentiate between emergencies and non-emergencies. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 10.3 PK.B Recognize emergency situations and discuss appropriate responses. | Practice emergency procedures. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols, including traffic signals and poison labels |
| PA Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| 10.4 Physical Activity - Gross Motor Coordination | ||||
| A. Control and Coordination | ||||
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Combine large motor movements with the use of equipment. (e.g., ride a tricycle, using feet to pedal; catch a ball; throw a bean bag or ball overhand with aim; kick a ball) | Gross Motor | C. Active Play | 3. Rides and steers bicycle |
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Move and stop with control. | Gross Motor | B. Movement and Coordination | 5. Runs avoiding people, furniture, or other objects |
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Use outdoor gross motor equipment. | Gross Motor | C. Active Play | 3. Rides and steers bicycle |
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Run with control and direction. | Gross Motor | B. Movement and Coordination | 5. Runs avoiding people, furniture, or other objects |
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Engage in gross motor games. (e.g., Hokey Pokey, London Bridge, Simon Says) | Gross Motor | B. Movement and Coordination | All |
| 10.4 PK.A Demonstrate coordination of body movements in active play. | Perform a variety of movement alongside and with a partner | Gross Motor | B. Movement and Coordination | All |
| B. Balance and Strength | ||||
| 10.4 PK.B Exhibit balance while moving on the ground or using equipment. | Engage in large motor activities that require strength and balance (e.g., marching, hopping, running, jumping, dancing, walking tip-toe). | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| 10.4 PK.B Exhibit balance while moving on the ground or using equipment. | Walk on a balance beam. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| 10.4 PK.B Exhibit balance while moving on the ground or using equipment. | Climb stairs using alternating feet. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| 10.4 PK.B Exhibit balance while moving on the ground or using equipment. | Participate in an obstacle course going through tunnels, over or under equipment. | Gross Motor | B. Movement and Coordination | All |
| 10.5 Concepts, Principles, and Strategies of Movement - Fine Motor Development | ||||
| A. Strength, Coordination, and Muscle Control | ||||
| 10.5 PK.A Use hands, fingers, and wrists to manipulate objects. | Practice manual self-help skills. (e.g., zipping, snapping, buttoning) | Adaptive | C. Dressing and Undressing | 1.1 Unfastens garments |
| 10.5 PK.A Use hands, fingers, and wrists to manipulate objects. | Practice using scissors. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 10.5 PK.A Use hands, fingers, and wrists to manipulate objects. | Use tongs or tweezers to pick up objects. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 10.5 PK.A Use hands, fingers, and wrists to manipulate objects. | Manipulate smaller objects (e.g., pegs into a pegboard, puzzle pieces, stringing beads). | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy that requires putting pieces together |
| B. Eye/Hand Coordination | ||||
| 10.5 PK.B Coordinate eye and hand movements to perform a task. | Act out finger plays with hands and fingers. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 10.5 PK.B Coordinate eye and hand movements to perform a task. | Use scissors to cut on a straight line. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 10.5 PK.B Coordinate eye and hand movements to perform a task. | Complete self-help skills such as zip, snap, or button. | Adaptive | C. Dressing and Undressing | 2.1 Fastens garments |
| 10.5 PK.B Coordinate eye and hand movements to perform a task. | Manipulate smaller objects (e.g., pegs into a pegboard, puzzle pieces, stringing beads). | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy that requires putting pieces together |
| 10.5 PK.B Coordinate eye and hand movements to perform a task. | Use tools to pour (e.g., funnels, basters, and pitchers). | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| C. Use of Tools | ||||
| 10.5 PK.C Use tools that require use of fingers, hands, and/or wrists to accomplish a task. | Use writing and drawing implements with functional grasp (pincer grasp). | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 10.5 PK.C Use tools that require use of fingers, hands, and/or wrists to accomplish a task. | Use a variety of art tools (e.g., glue sticks, paint brushes, scissors) for a specific purpose. | Fine Motor | A. Reach, Grasp, Hold, and Release | 2.1 Grasps hand-size object |
| 10.5 PK.C Use tools that require use of fingers, hands, and/or wrists to accomplish a task. | Use tools (e.g., broom, dust pan brush, gardening tools) to complete classroom jobs | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 10.5 PK.C Use tools that require use of fingers, hands, and/or wrists to accomplish a task. | Use utensils for eating appropriately. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 10.5 PK.C Use tools that require use of fingers, hands, and/or wrists to accomplish a task. | Use cup or glass for drinking. | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |