GOLD Objectives for Development & Learning: Birth Through Third Grade

Transcription

1 Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH

2 , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages Adopted: 2013 AZ.EC.SE. SE.1. SE.1.1. SOCIAL EMOTIONAL SELF Self-Awareness: The child demonstrates an awareness of his or her self. SE.1.1.a. Children develop a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals and to build self-esteem. Demonstrates self-confidence. Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs SE.1.1.b. Makes personal preferences known to others. Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs SE.1.1.c. Demonstrates knowledge of self-identity. Objective 29 Demonstrates knowledge about self SE.1.1.d. Shows an awareness of similarities and differences between self and others. Objective 29 Demonstrates knowledge about self 2

3 AZ.EC.SE. SE.1. SE.1.2. SE.1.2.a. SOCIAL EMOTIONAL SELF Recognizes and Expresses Feelings: The child recognizes and expresses feelings of self and others. Children develop an awareness of the feelings of self and others through daily interactions with peers and adults. Children develop the ability to effectively and appropriately express themselves and learn that their feelings and feelings of others are important. Associates emotions with words, facial expressions and body language. Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately SE.1.2.b. Identifies, describes and expresses their own feelings. Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.6 Describes and tells the use of many familiar items SE.1.2.c. Identifies and describes feelings of others. Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately SE.1.2.d. Expresses empathy for others. Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately 3

4 AZ.EC.SE. SE.1. SE.1.3. SE.1.3.a. SOCIAL EMOTIONAL SELF Self-Regulation: The child manages the expression of feelings, thoughts, impulses and behaviors. Young children develop self-control as they acquire the ability to regulate their impulses with minimal support from adults. This enables children to function successfully and independently in both personal and social contexts. Understands and follows expectations in the learning environment. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders Objective 12 Remembers and connects experiences b. Makes connections Objective 12b.6 Draws on everyday experiences and applies this knowledge to a similar situation SE.1.3.b. Manages transitions, daily routines and unexpected events. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders SE.1.3.c. Modifies behavior for various situations and settings. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders SE.1.3.d. Chooses appropriate words and actions. Objective 1 Regulates own emotions and behaviors a. Manages feelings Objective 1a.8 Controls strong emotions in an appropriate manner most of the time 4

5 AZ.EC.SE. SE.2. SE.2.1. SE.2.1.a. SOCIAL EMOTIONAL RELATIONSHIPS Attachment: The child demonstrates the ability to engage in and maintain healthy relationships. Positive social relationships between adults and children develop in an environment where children feel safe and secure. Expresses affection for familiar adults. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults SE.2.1.b. Seeks security and support from familiar adults. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults SE.2.1.c. Demonstrates the ability to engage with new adults or children with the support of familiar adults. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults SE.2.1.d. Separates from familiar adult with minimal distress. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults 5

6 AZ.EC.SE. SE.2. SE.2.2. SOCIAL EMOTIONAL RELATIONSHIPS Social Interactions: The child displays socially competent behavior. SE.2.2.a. Children s interactions with peers and adults imply an understanding of mutual rights and the ability to balance their needs with those of others. Responds when adults or other children initiate interactions. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.6 Initiates, joins in, and sustains positive interactions with a small group of two to three children SE.2.2.b. Initiates and sustains positive interactions with adults and other children. Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.6 Initiates, joins in, and sustains positive interactions with a small group of two to three children SE.2.2.c. Demonstrates positive ways to resolve conflict. Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems Objective 3b.6 Suggest solutions to social problems 6

7 AZ.EC.SE. SE.2. SE.2.3. SOCIAL EMOTIONAL RELATIONSHIPS Respect: The child acknowledges the rights and property of self and others. SE.2.3.a. When children interact with others, they become aware of the limits and boundaries of acceptable behavior and begin to learn about the possible consequences of their actions. They learn to manage their behavior and develop appropriate social interactions with other children. Additionally, children thrive in environments when they have a sense of ownership. Respects the rights and property of others. Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors SE.2.3.b. Defends own rights and the rights of others. Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors SE.2.3.c. Shows respect for learning materials in the learning environment. Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors AZ.EC.AL. AL.1. AL.1.1. AL.1.1.a. APPROACHES TO LEARNING INITIATIVE AND CURIOSITY Initiative: The child demonstrates self-direction while participating in a range of activities and routines. Initiative refers to a child s ability to exhibit a spirit of independence and sense of control over their choices. It also reflects the child s willingness to pursue social relationships and to demonstrate a growing sense of self-sufficiency and confidence while interacting with others. Seeks interaction with others. Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.6 Initiates, joins in, and sustains positive interactions with a small group of two to three children 7

8 AL.1.1.b. Develops independence during activities, routines and play. Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments AL.1.1.c. Exhibits cognitive flexibility, imagination, and inventiveness when attempting tasks and activities. Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.4 Uses creativity and imagination during play and routine tasks AZ.EC.AL. AL.1. AL.1.2. AL.1.2.a. APPROACHES TO LEARNING INITIATIVE AND CURIOSITY Curiosity: The child demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities. Curiosity relates to children s natural tendencies as active learners to explore all aspects of the environment, from objects and people, to ideas and customs. It is through discovering the answers to their own questions that children construct knowledge. Shows interest in learning new things and trying new experiences. Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.6 Shows eagerness to learn about a variety of topics and ideas AL.1.2.b. Expresses interest in people. Objective 30 Shows basic understanding of people and how they live AL.1.2.c. Asks questions to get information. Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.6 Shows eagerness to learn about a variety of topics and ideas 8

9 AZ.EC.AL. AL.2. AL.2.1. AL.2.1.a. APPROACHES TO LEARNING ATTENTIVENESS AND PERSISTENCE Attentiveness: The child demonstrates the ability to focus on an activity with deliberate concentration despite distractions. Attentiveness refers to the child s ability to focus attention and concentrate. The child will sustain a plan sequence. This enhances academic learning, including language acquisition and problem solving, as well as social skills and cooperation. Displays ability to hold attention when engaged in an activity. Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments AL.2.1.b. Sustains attention for extended periods of time when engaged in an age-appropriate activity despite distractions or interruptions. Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.6 Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions AL.2.1.c. Increases ability to focus attention, and can return to activities after distractions and interruptions. Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.6 Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions 9

10 AZ.EC.AL. AL.2. AL.2.2. AL.2.2.a. APPROACHES TO LEARNING ATTENTIVENESS AND PERSISTENCE Persistence: The child demonstrates the ability to maintain and sustain a challenging task. Starting at a very young age, children develop an understanding of how to maintain and sustain a task. Children demonstrate persistence in their capacity to engage in what they are doing and to meet challenges appropriate to their level of development. Children stay longer in a center and engage in an activity with increasing regularity. The ability to persist in a task is an important element in learning. Pursues challenges. Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks AL.2.2.b. Copes with frustration or disappointment with support. Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.4 Practices an activity many times until successful AL.2.2.c. Establishes goals, generates plans and follows through to completion. Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks AZ.EC.AL. AL.3. AL.3.1. APPROACHES TO LEARNING CONFIDENCE Confidence: The child demonstrates self-assurance in a variety of circumstances. AL.3.1.a. Confident children feel positive about themselves and their ability to do things or to adapt to changing situations. A confident child is willing to take a reasonable risk, to express or defend ideas, to try new experiences, or to engage in challenging tasks. Expresses opinions or ideas. Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories 10

11 AL.3.1.b. Views self as competent and skilled. Objective 29 Demonstrates knowledge about self AL.3.1.c. Is willing to take risks and consider a variety of alternatives. Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.6 Changes plans if a better idea is thought of or proposed AZ.EC.AL. AL.4. AL.4.1. AL.4.1.a. APPROACHES TO LEARNING CREATIVITY Creativity: The child demonstrates the ability to express their own unique way of seeing the world. Creativity can be expressed in many ways. We commonly think of this word in association with the expressive arts. However, creativity involves being able to cope with new situations and problems as well as to see things from a different perspective. A creative child extends and elaborates on ideas and appreciates humor. Uses imagination to generate new ideas. Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.4 Uses creativity and imagination during play and routine tasks AL.4.1.b. Appreciates humor. Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.4 Uses creativity and imagination during play and routine tasks AL.4.1.c. Engages in inventive social play. Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play Objective 14b.6 Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes 11

12 AZ.EC.AL. AL.5. AL.5.1. AL.5.1.a. APPROACHES TO LEARNING REASONING AND PROBLEM-SOLVING Reasoning: The child demonstrates the ability to analyze information and situations in order to form judgments. Reasoning involves the child s ability to use prior knowledge and information to generate an appropriate decision. Logic and reasoning skills are key components of child development and early learning. These skills are essential for competence and success in school and other settings. Gathers information and reaches a conclusion. Objective 24 Uses scientific inquiry skills AL.5.1.b. Recognizes relationships between cause and effect. Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.4 Practices an activity many times until successful AL.5.1.c. Uses prior knowledge to build new knowledge and skills. Objective 12 Remembers and connects experiences b. Makes connections Objective 12b.6 Draws on everyday experiences and applies this knowledge to a similar situation AZ.EC.AL. AL.5. AL.5.2. APPROACHES TO LEARNING REASONING AND PROBLEM-SOLVING Problem-solving: The child demonstrates the ability to seek solutions to problems. AL.5.2.a. Problem solving involves the child s ability to look for or find multiple solutions to a question, task or problem. This ability is crucial for constructing knowledge as the child builds on prior experiences and integrates new information. Recognizes problems. Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.4 Observes and imitates how other people solve problems; asks for a solution and uses it 12

13 AL.5.2.b. Seeks adult assistance when support is required. Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.4 Observes and imitates how other people solve problems; asks for a solution and uses it AL.5.2.c. Tries to solve problems. Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.6 Solves problems without having to try every possibility AL.5.2.d. Works to solve a problem independently. Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.6 Solves problems without having to try every possibility AZ.EC.LL. LL.1. LL.1.1. LL.1.1.a. LANGUAGE AND LITERACY LANGUAGE Receptive Language Understanding: The child demonstrates understanding of directions, stories, and conversations. During the preschool years, children learn language more quickly than at any other time in their lives. Associating language with pleasant and stimulating experiences nurtures this development. Young children s sense of words and sentences, sensitivity to tone, and understanding of ideas communicated, influences their abilities to listen and to comprehend. Listening involves active engagement with adults and peers as they share their ideas, feelings, and needs. Language is learned through engaging, interactive conversations and related literacy activities such as oral storytelling and interactive reading of books. Demonstrates understanding of a variety of finger-plays, rhymes, chants, poems, conversations, and stories. Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories 13

14 LL.1.1.b. Actively engages in finger-plays, rhymes, chants, poems, conversations, and stories. Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories LL.1.1.c. Demonstrates understanding and follows directions that involve: one step, two steps, and a series of unrelated sequences of action. Objective 8 Listens to and understands increasingly complex language b. Follows directions Objective 8b.5 Emerging to 8b.6 Follows directions of two or more steps that relate to familiar objects and experiences AZ.EC.LL. LL.1. LL.1.2. LL.1.2.a. LANGUAGE AND LITERACY LANGUAGE Expressive Language and Communication Skills: The child uses verbal and nonverbal communication for a variety of purposes to share observations, ideas, and experiences, problem-solve, reason, predict and seek new information. Children develop language by engaging in conversations with others and listening and responding to rhymes, chants, songs, stories, and poems. Children who are encouraged to share their personal experiences, ideas, feelings, and opinions use increasingly complex language. Communicates needs, wants, ideas, and feelings through three to five word sentences. Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar Objective 9c.6 Uses complete, four- to six-word sentences LL.1.2.b. Speaks clearly and understandably to express ideas, feelings and needs. Objective 9 Uses language to express thoughts and needs b. Speaks clearly Objective 9b.6 Is understood by most people; may mispronounce new, long, or unusual words 14

15 LL.1.2.c. Makes relevant responses to questions and comments from others. Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories LL.1.2.d. Initiates, sustains, and expands conversations with peers and adults. Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations Objective 10a.6 Engages in conversations of at least three exchanges LL.1.2.e. With modeling and support, uses acceptable language and social rules including appropriate tone, volume and inflection to express ideas, feelings, and needs. Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders LL.1.2.f. Uses appropriate eye contact, turn taking, and intonation while having conversations with adults and peers. Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders LL.1.2.g. Recognizes when the listener does not understand and uses techniques to clarify the message. Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.6 Describes and tells the use of many familiar items LL.1.2.h. With modeling and support, uses increasingly complex phrases and sentences. Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar Objective 9c.6 Uses complete, four- to six-word sentences 15

16 AZ.EC.LL. LL.1. LL.1.3. LL.1.3.a. LANGUAGE AND LITERACY LANGUAGE Vocabulary: The child understands and uses increasingly complex vocabulary. The early childhood years are a period of vocabulary exploration. Research indicates that there is a strong connection between vocabulary development and academic success. Children gain language and vocabulary skills by having multiple and frequent opportunities to listen, talk, read, share ideas, relate experiences, and engage in interesting conversations. They need to play with familiar language and experiment with language in different settings. Rhymes, songs, and read-alouds that use rare words allow children to talk about and develop an understanding of words they would not otherwise hear in everyday conversations. With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.7 Emerging to 9a.8 Incorporates new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly uses new meanings for familiar words LL.1.3.b. With modeling and support, determines the meanings of unknown words and concepts using the context of conversations, pictures that accompany text or concrete object. Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.7 Emerging to 9a.8 Incorporates new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly uses new meanings for familiar words LL.1.3.c. With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation, etc. Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.5 Emerging to 9a.6 Describes and tells the use of many familiar items 16

17 LL.1.3.d. With modeling and support, demonstrates understanding of and uses words that indicate position and direction; e.g., in, on, out, under, off, beside, behind. Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.5 Emerging to 21a.6 Uses and responds appropriately to positional words indicating location, direction, and distance AZ.EC.LL. LL.2. LL.2.1. LANGUAGE AND LITERACY EMERGENT LITERACY Concepts of Print: The child knows that print carries messages. LL.2.1.a. Through daily experiences with printed materials, young children delight in beginning to understand the connection between spoken and written words. They begin to learn to follow the print as it is read aloud and start to discover that reading and writing are ways to communicate information and to provide pleasure. Children develop understanding that different forms of print, such as signs, letters, menus, storybooks, and magazines have different functions. Identifies signs, symbols and labels in the environment. Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.2 Shows understanding that text is meaningful and can be read LL.2.1.b. Demonstrates and understands that print conveys meaning and that each spoken word can be written and read. Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.2 Shows understanding that text is meaningful and can be read LL.2.1.c. Recognizes that letters are grouped to form words. Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.6 Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation LL.2.1.d. Recognizes own written name and the written names of friends and family. Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters Objective 16a.4 Recognizes and names as many as 10 letters, especially those in own name 17

18 LL.2.1.e. Seeks information in printed materials. Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.8 Uses various types of books for their intended purposes AZ.EC.LL. LL.2. LL.2.2. LL.2.2.a. LANGUAGE AND LITERACY EMERGENT LITERACY Book Handling Skills: The child demonstrates how to handle books appropriately and with care. It is important to provide young children with many opportunities to interact with and care for books in all environments. Young children need to have access to a variety of fiction and nonfiction books throughout the day, including those that reflect diverse cultures. Through these experiences, children learn to hold books right side up and to turn the pages one at a time in order to view the illustrations and to gain a sense of the story or content. Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom directionality. Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers LL.2.2.b. Identifies where in the book to begin reading. Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.4 Indicates where to start reading and the direction to follow LL.2.2.c. Understands a book has a title, author and/or illustrator. Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.6 Knows some features of a book (e.g., title, author, illustrator, front and back covers); connects specific books to authors 18

19 AZ.EC.LL. LL.2. LL.2.3. LL.2.3.a. LANGUAGE AND LITERACY EMERGENT LITERACY Phonological Awareness: The child develops awareness that language can be broken in words, syllables, and smaller units of sounds (phonemes). Phonological awareness is the foundation of young children s abilities to hear and discriminate different sounds in words (phonological awareness). Research indicates how quickly and how easily children learn to read often depends on how much phonological awareness they have. Children s abilities to play with or manipulate the smallest units of speech (phonemes) are demonstrated in a variety of ways, including using rhymes, alliteration, and experimenting with beginning and ending sounds. Phonological awareness and phonemic awareness are the foundations that enable preschool children to later match sounds to their letters (phonics). Phonological awareness can be taught in the dark as it requires just listening for and manipulating sounds. Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes). Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.6 Decides whether two words rhyme Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition b. Notices and discriminates alliteration Objective 15b.4 Shows awareness that some words begin the same way LL.2.3.b. With modeling and support, identifies rhyming words. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.3 Emerging to 15a.4 Fills in the missing rhyming word; generates rhyming words spontaneously LL.2.3.c. With modeling and support, produces rhyming words. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.3 Emerging to 15a.4 Fills in the missing rhyming word; generates rhyming words spontaneously 19

20 LL.2.3.d. With modeling and support, recognizes spoken words that begin with the same sound. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition b. Notices and discriminates alliteration Objective 15b.3 Emerging to 15b.4 Shows awareness that some words begin the same way LL.2.3.e. Hears and shows awareness of separate words within spoken phrases or sentences. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.2 Shows awareness of separate words in sentences LL.2.3.f. With modeling and support, identifies and discriminates syllables in words. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.3 Emerging to 15c.4 Shows awareness of separate syllables in words LL.2.3.g. With modeling and support, combines onset and rime to form a familiar one-syllable word with and without pictorial support. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.5 Emerging to 15c.6 Verbally blends and separates onset and rime in onesyllable words LL.2.3.h. With modeling and support, repeats words and identifies the common final sound. Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.7 Emerging to 15c.8 Verbally blends, separates, and adds or substitutes individual sounds in simple, consonant-vowel-consonant (CVC) words; reads common high-frequency sight words 20

21 AZ.EC.LL. LL.2. LL.2.4. LANGUAGE AND LITERACY EMERGENT LITERACY Alphabet Knowledge: The child demonstrates knowledge of the alphabet. LL.2.4.a. Young children begin to recognize some printed alphabet letters, especially those letters found in their own names. To support young learners knowledge of letters, adults need to provide children with easy and repeated meaningful interactions with written letters and words within the context of daily experiences. Activities are presented in fun and interesting ways that engage children. Discriminates letters from other shapes and symbols. Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.6 Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation LL.2.4.b. Matches and recognizes similarities and differences in letters, with modeling and support. Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters Objective 16a.4 Recognizes and names as many as 10 letters, especially those in own name LL.2.4.c. Recognizes as many as 10 letters, especially those in own name, family and friends. Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters Objective 16a.4 Recognizes and names as many as 10 letters, especially those in own name LL.2.4.d. Uses letter-sound knowledge identifying the sounds of a few letters and producing the correct sounds for as many as 10 letters, with modeling and support. Objective 16 Demonstrates knowledge of the alphabet b. Identifies letter-sound correspondences Objective 16b.3 Emerging to 16b.4 Produces the correct sounds for letters 21

22 AZ.EC.LL. LL.2. LL.2.5. LL.2.5.a. LANGUAGE AND LITERACY EMERGENT LITERACY Comprehension: The child shows an interest in books and comprehends books read aloud with increasing text complexity. Children gain understanding about language and reading through their interactions with verbal language, print, and daily routines. In addition, children learn about reading concepts by experiencing a learning environment rich in signs, symbols, words, numbers, and art that reflect diverse cultures. When children are read to regularly and encouraged to intentionally interact with printed materials, they develop an interest in books and other printed materials. Takes an active role in reading activities. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.4 Asks and answers questions about the text; refers to pictures LL.2.5.b. With prompting and support, identifies characters and major events in a story. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.4 Asks and answers questions about the text; refers to pictures LL.2.5.c. With prompting and support, asks and answers a variety of questions about books or stories told or read aloud. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.4 Asks and answers questions about the text; refers to pictures LL.2.5.d. With prompting and support, draws connections between story events and personal experiences. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.7 Emerging to 18a.8 Engages in teacher-led reading activities using emergent reader books and other simple texts; focuses on major characters, events, and information; describes relationships between text and illustrations; makes comparisons, inferences, and draws conclusions; identifies the author s supporting points 22

23 LL.2.5.e. With prompting and support, identifies events and details in the story and makes predictions. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.7 Emerging to 18a.8 Engages in teacher-led reading activities using emergent reader books and other simple texts; focuses on major characters, events, and information; describes relationships between text and illustrations; makes comparisons, inferences, and draws conclusions; identifies the author s supporting points LL.2.5.f. With prompting and support, gives an opinion for liking or disliking a book or story. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.5 Emerging to 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult LL.2.5.g. With modeling and support, begins to demonstrate an understanding of the differences between fiction and non-fiction. Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.7 Emerging to 17a.8 Uses various types of books for their intended purposes LL.2.5.h. With modeling and support, identifies the topic of informational text that has been read aloud. Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.4 Asks and answers questions about the text; refers to pictures LL.2.5.i. With modeling and support, retells or reenacts a story in sequence with pictures or props. Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts Objective 18c.3 Emerging to 18c.4 Retells familiar stories and recounts details from a nonfiction text using pictures or props as prompts 23

24 LL.2.5.j. With modeling and support, demonstrates reading fluency by use of phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts. Objective 18 Comprehends and responds to books and other texts b. Uses emergent reading skills Objective 18b.5 Emerging to 18b.6 Pretends to read, reciting language that closely matches the text on each page and using reading-like intonation AZ.EC.LL. LL.3. LL.3.1. LL.3.1.a. LANGUAGE AND LITERACY EMERGENT WRITING Early Writing, Writing Processes, and Writing Applications: The child uses writing materials to communicate ideas. Children begin to recognize the relationship between spoken and written messages by engaging in writing, drawing, and related activities that have meaning and purpose for them. Children receive powerful messages about literacy s pleasures and rewards by observing others reading and writing. Children develop as writers when they are encouraged to write in an environment that has readily accessible writing materials. Early Writing: Uses a variety of writing tools, materials, and surfaces to create drawings or symbols. Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools Objective 7b.6 Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end LL.3.1.b. Writing Processes: With modeling and support, uses a combination of drawing, dictating and emergent writing to communicate an idea or opinion about an experience, story, or book, and to express knowledge or share information about a topic of interest. Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.5 Emerging to 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message LL.3.1.c. Writing Applications: Dictates to and shares thoughts, ideas, and stories with adults. Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.4 Uses drawing, dictation, and controlled linear scribbles to convey a message 24

25 LL.3.1.d. Writing Applications: Writes own name using letter-like forms or conventional print. Objective 19 Demonstrates writing skills a. Writes name Objective 19a.6 Writes mock letters or letter-like forms LL.3.1.e. Writing Applications: Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas or to tell a story; e.g., signing artwork, captioning, labeling, creating lists, making notes. Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.4 Uses drawing, dictation, and controlled linear scribbles to convey a message LL.3.1.f. Writing Applications: With prompting and support, forms letters starting with large motor (sky writing, paint brush and water, sidewalk chalk) progressing to fine motor (paper and pencil). Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message LL.3.1.g. Writing Applications: Organizes writing from left to right, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks. Objective 19 Demonstrates writing skills c. Writes using conventions Objective 19c.1 Emerging to 19c.2 Prints many upper- and lowercase letters; writes a letter or combination of letters for most consonants and short vowel sounds; uses basic capitalization (first word in a sentence and the pronoun I ); writes simple words phonetically based on knowledge of sound-letter relationships 25

26 AZ.EC.MA. MA.1. MA.1.1. MA.1.1.a. MATHEMATICS COUNTING AND CARDINALITY Counts Out Loud: The child counts out loud and uses number words in daily conversations. To build an understanding of counting, children need environments that are rich in mathematical language and provide varied opportunities to count in ways that are personally meaningful, challenging, and fun. Shows interest in and awareness of counting. Objective 20 Uses number concepts and operations a. Counts Objective 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object MA.1.1.b. Counts out loud to 10. Objective 20 Uses number concepts and operations a. Counts Objective 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object AZ.EC.MA. MA.1. MA.1.2. MA.1.2.a. MATHEMATICS COUNTING AND CARDINALITY Knows Number Names and Symbols: The child identifies numerals and uses number words in daily activities. To build an understanding of number names and symbols children need number rich environments that allow them to explore and play with numbers and numerals throughout the day and across the curriculum. Uses numerals and number symbols in the context of daily routines, activities, and play. Objective 20 Uses number concepts and operations c. Connects numerals with their quantities Objective 20c.2 Recognizes and names a few numerals MA.1.2.b. Uses and creates symbols to represent numbers. Objective 20 Uses number concepts and operations c. Connects numerals with their quantities Objective 20c.7 Emerging to 20c.8 Identifies numerals to 20 by name and connects each to counted objects; represents how many by writing one-digit numerals and some twodigit numerals 26

27 MA.1.2.c. Identifies numerals one to 10. Objective 20 Uses number concepts and operations c. Connects numerals with their quantities Objective 20c.6 Identifies numerals to 10 by name and connects each to counted objects AZ.EC.MA. MA.1. MA.1.3. MA.1.3.a. MATHEMATICS COUNTING AND CARDINALITY Counts to Tell Number of Objects: The child uses number words and counting to identify quantity. Learning the meaning of numbers begins with hands-on experiences using a variety of objects found in the home, the classroom and nature. To build an understanding of how much and to explore number relationships, children need daily experiences involving counting in ways that are personally meaningful, challenging, and fun. Counts groups of objects using one-to-one correspondence (one object for each number word). Objective 20 Uses number concepts and operations a. Counts Objective 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object MA.1.3.b. Counts a collection of up to 10 items using the last counting word to tell, How many? Objective 20 Uses number concepts and operations a. Counts Objective 20a.5 Emerging to 20a.6 Verbally counts to 20; counts objects accurately; knows the last number states how many in all; tells what number (1 10) comes next in order by counting MA.1.3.c. Matches numerals to quantities they represent using physical models and representations. Objective 20 Uses number concepts and operations c. Connects numerals with their quantities Objective 20c.4 Identifies numerals to 5 by name and connects each to counted objects MA.1.3.d. Identifies quantity of three-five objects without counting (subitize). Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.4 Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 27

28 AZ.EC.MA. MA.1. MA.1.4. MA.1.4.a. MATHEMATICS COUNTING AND CARDINALITY Compares Numbers and Quantities: The child applies a range of strategies such as counting or matching to compare sets of objects. Learning the meaning of numbers begins with hands-on experiences, using a variety of objects found in the home, the classroom and nature. To build an understanding of numbers and the quantities they represent, children need daily experiences involving comparing groups of objects in ways that are personally meaningful, challenging, and fun. Compares two sets of objects using terms such as more, fewer, or the same. Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many AZ.EC.MA. MA.2. MA.2.1. MA.2.1.a. MATHEMATICS OPERATIONS AND ALGEBRAIC THINKING Explores Addition and Subtraction: The child combines and separates groups of objects and names how many. Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature. To build an understanding of numbers and to discover number relationships, children need opportunities to describe the changes that result from putting sets of objects (e.g., blocks, animals, toy people) together or taking them apart. Demonstrates an understanding that adding increases the number of objects in a group. Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many MA.2.1.b. Describes changes in two or more sets of objects when they are combined. Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many 28

29 MA.2.1.c. Demonstrates an understanding that taking away decreases the number of objects in a group. Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many MA.2.1.d. Describes changes in a set of objects when they are separated into parts. Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many AZ.EC.MA. MA.2. MA.2.2. MATHEMATICS OPERATIONS AND ALGEBRAIC THINKING Patterning: The child recognizes, copies, extends, describes and creates patterns. MA.2.2.a. Recognition and investigation of patterns are important components of a child s development. A child s ability to work with patterns is the precursor to mathematical thinking, especially algebraic processes. Children need frequent opportunities to engage in pattern-related activities such as playing with repetitive sounds and movement or noticing patterns in textures and pictures. Recognizes patterns in the real world. Objective 23 Demonstrates knowledge of patterns Objective 23.2 Shows interest in simple patterns in everyday life MA.2.2.b. Copies simple patterns. Objective 23 Demonstrates knowledge of patterns Objective 23.4 Copies simple repeating patterns MA.2.2.c. Extends simple patterns. Objective 23 Demonstrates knowledge of patterns Objective 23.6 Extends and creates simple repeating patterns MA.2.2.d. Creates simple patterns. Objective 23 Demonstrates knowledge of patterns Objective 23.6 Extends and creates simple repeating patterns 29

30 MA.2.2.e. Describes similarities and differences in patterns. Objective 23 Demonstrates knowledge of patterns Objective 23.6 Extends and creates simple repeating patterns AZ.EC.MA. MA.3. MA.3.1. MA.3.1.a. MATHEMATICS MEASUREMENT AND DATA Sorts and Classifies: The child sorts and groups objects by a variety of characteristics/attributes. Recognizing relationships between objects allows young children to make generalizations and predictions beyond information directly available to them. The ability to think logically and to reason (problem solve) extends far beyond mathematical boundaries. Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). Objective 13 Uses classification skills Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape MA.3.1.b. Explains how items were sorted into groups. Objective 13 Uses classification skills Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape AZ.EC.MA. MA.3. MA.3.2. MATHEMATICS MEASUREMENT AND DATA Data Analysis: The child collects, organizes, displays, and describes relevant data. MA.3.2.a. Children are natural observers and questioners. To build upon this strength, adults should facilitate children s opportunities to ask questions, sort and classify objects, collect and display information, and talk about what is meaningful to them. Asks questions to gather information. Objective 22 Compares and measures c. Represents and analyzes data Objective 22c.3 Emerging to 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings 30

31 MA.3.2.b. Displays data to answer simple questions about themselves or the environment. Objective 22 Compares and measures c. Represents and analyzes data Objective 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings MA.3.2.c. Uses descriptive language to compare data in picture graphs or other concrete representations. Objective 22 Compares and measures c. Represents and analyzes data Objective 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings MA.3.2.d. Uses charts and graphs to analyze information or answer questions. Objective 22 Compares and measures c. Represents and analyzes data Objective 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings AZ.EC.MA. MA.3. MA.3.3. MA.3.3.a. MATHEMATICS MEASUREMENT AND DATA Measures: The child uses measurement to describe and compare objects in the environment. Starting at a very young age, children compare who is taller or who has more. Immersing children in measurement activities provides them with opportunities to explore, compare, and discuss the use of measurement in their environment. Compares objects and uses terms such as longer-shorter, hotter-colder, and fasterslower. Objective 22 Compares and measures a. Measures objects Objective 22a.4 Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume MA.3.3.b. Uses non-standard units of measurement (e.g., hands, bodies, containers) to estimate measurable attributes. Objective 22 Compares and measures a. Measures objects Objective 22a.6 Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools 31

32 MA.3.3.c. Uses various standard measuring tools for simple measuring tasks. Objective 22 Compares and measures a. Measures objects Objective 22a.8 Uses measurement words and some standard measurement tools accurately MA.3.3.d. Orders objects by measurable attributes. Objective 22 Compares and measures a. Measures objects Objective 22a.4 Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume MA.3.3.e. Uses appropriate vocabulary to describe time and sequence related to daily routines. Objective 22 Compares and measures b. Measures time and money Objective 22b.2 Knows usual sequence of basic daily events AZ.EC.MA. MA.4. MA.4.1. MA.4.1.a. MATHEMATICS GEOMETRY Spatial Reasoning: The child uses and demonstrates an understanding of positional terms. Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Children spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space. Uses and responds to positional terms (e.g., between, inside, under, above, behind). Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.6 Uses and responds appropriately to positional words indicating location, direction, and distance MA.4.1.b. Describes the position or location of objects in relation to self or to other objects. Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.6 Uses and responds appropriately to positional words indicating location, direction, and distance 32

33 AZ.EC.MA. MA.4. MA.4.2. MATHEMATICS GEOMETRY Shapes: The child recognizes names and describes common shapes and their properties. MA.4.2.a. Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Beginning in infancy, children compare objects by form and shape. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space. Recognizes basic two-dimensional shapes. Objective 13 Uses classification skills Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.4 Identifies a few basic shapes (circle, square, triangle) MA.4.2.b. Uses the names of geometric shapes when describing objects found in the environment. Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.4 Identifies a few basic shapes (circle, square, triangle) MA.4.2.c. Creates two- and three-dimensional shapes during play. Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.8 Shows that shapes remain the same when they are moved, turned, flipped, or slid; breaks apart or combines shapes to create different shapes and sizes MA.4.2.d. Compares and describes attributes of two- and three- dimensional objects in the environment using own vocabulary. Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation 33

34 AZ.EC.SC. SC.1. SC.1.1. SC.1.1.a. SCIENCE INQUIRY AND APPLICATION Exploration, Observations, and Hypotheses: The child asks questions and makes predictions while exploring and observing in the environment. Children use their senses to observe by looking, touching, tasting, smelling and listening. Curiosity about the natural world leads children to ask questions. They ask Why? Where? What if? How? Who? Exhibits curiosity about objects, living things, and other natural events in the environment by using one or more senses. Objective 24 Uses scientific inquiry skills SC.1.1.b. Identifies attributes of objects, living things, and natural events in the environment. Objective 25 Demonstrates knowledge of the characteristics of living things Objective 26 Demonstrates knowledge of the physical properties of objects and materials Objective 27 Demonstrates knowledge of Earth s environment SC.1.1.c. Describes changes in objects, living things, and the natural events in the environment. Objective 25 Demonstrates knowledge of the characteristics of living things Objective 26 Demonstrates knowledge of the physical properties of objects and materials Objective 27 Demonstrates knowledge of Earth s environment SC.1.1.d. Begins to describe the similarities, differences and relationships between objects, living things and natural events. Objective 25 Demonstrates knowledge of the characteristics of living things Objective 26 Demonstrates knowledge of the physical properties of objects and materials Objective 27 Demonstrates knowledge of Earth s environment SC.1.1.e. Asks and responds to questions about relationships of objects, living things, and events in the natural environment. Objective 25 Demonstrates knowledge of the characteristics of living things Objective 26 Demonstrates knowledge of the physical properties of objects and materials Objective 27 Demonstrates knowledge of Earth s environment 34

35 AZ.EC.SC. SC.1. SC.1.2. SCIENCE INQUIRY AND APPLICATION Investigation: The child tests predictions through exploration and experimentation. SC.1.2.a. Children use their senses and a variety of tools and materials to gather information while investigating. Active experimentation requires questioning, refining, and persistence. Children explore answers to their questions and begin to form more complex conclusions. Information gathered in the process extends a child s knowledge of the world and their environment. Uses a variety of tools and materials to investigate. Objective 28 Uses tools and other technology to perform tasks SC.1.2.b. Makes predictions and checks them through hands-on investigation with adult support. Objective 24 Uses scientific inquiry skills SC.1.2.c. Adjusts the experiment if results are different than expected and continues testing. Objective 24 Uses scientific inquiry skills SC.1.2.d. Persists with an investigation. Objective 24 Uses scientific inquiry skills AZ.EC.SC. SC.1. SC.1.3. SC.1.3.a. SCIENCE INQUIRY AND APPLICATION Analysis and Conclusion: The child forms conclusions about observations and experimentations. Children form conclusions about their observations and experimentations by collecting and thinking about the information gathered. Uses a variety of materials to record and organize data. Objective 24 Uses scientific inquiry skills SC.1.3.b. Identifies cause and effect relationships. Objective 24 Uses scientific inquiry skills 35

36 SC.1.3.c. Constructs explanation about investigations. Objective 24 Uses scientific inquiry skills AZ.EC.SC. SC.1. SC.1.4. SC.1.4.a. SCIENCE INQUIRY AND APPLICATION Communication: The child discusses and reflects upon the scientific investigation and its findings. Based on past experiences, children use language or an alternate communication system to show recognition of scientific principles and a deeper understanding of their environment. Science incorporates language and literacy skills which are an essential foundation for later reading comprehension. Displays and interprets data. Objective 24 Uses scientific inquiry skills SC.1.4.b. Presents their scientific ideas in a variety of ways. Objective 24 Uses scientific inquiry skills SC.1.4.c. Conducts further investigation based on prior experience and information gained. Objective 24 Uses scientific inquiry skills AZ.EC.SS. SS.1. SS.1.1. SS.1.1.a. SOCIAL STUDIES FAMILY Understands Family: The child demonstrates an understanding of families and the roles and responsibilities of being a family member. Children are curious about their world. They thrive on learning experiences that are meaningful and that connect to what they have previously learned. A child s family is central to their understanding of themselves and provides a foundational reference for their roles and relationships at school and within the larger community. As their perception grows, children further expand this scope to understand how systems work together. Views self as a member of the family unit. Objective 29 Demonstrates knowledge about self 36

37 SS.1.1.b. Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins, etc. Objective 29 Demonstrates knowledge about self SS.1.1.c. Describes/discusses own family s cultural or family traditions. Objective 29 Demonstrates knowledge about self SS.1.1.d. Identifies similarities and differences in their family composition and the families of others. Objective 29 Demonstrates knowledge about self SS.1.1.e. Develops an awareness of their personal & family history. Objective 29 Demonstrates knowledge about self SS.1.1.f. Shows knowledge of family members roles and responsibilities in the home. Objective 29 Demonstrates knowledge about self AZ.EC.SS. SS.2. SS.2.1. SS.2.1.a. SOCIAL STUDIES COMMUNITY Understands Community: The child recognizes that he/she lives in a place with many people and that there are people and events in other places. Children become aware of and begin to recognize and appreciate the similarities and differences between people through their experiences of cultural and traditional events. Children gain awareness of people and their backgrounds through participation in their community and learning environment. Children begin to understand that events occur outside their own families and their own environment through conversation with peers and exposure to the cultures of others. Recognizes that places where people live are made up of individuals from different cultures and who speak different languages. Objective 30 Shows basic understanding of people and how they live SS.2.1.b. Identifies, discusses and asks questions about similarities and differences in other people in their community. Objective 30 Shows basic understanding of people and how they live 37

38 SS.2.1.c. Describes some characteristics (e.g., clothing, food, jobs) of the people in their community. Objective 30 Shows basic understanding of people and how they live AZ.EC.SS. SS.2. SS.2.2. SS.2.2.a. SOCIAL STUDIES COMMUNITY Rights, Responsibilities and Roles within Community: The child demonstrates a sense of belonging to the community and contributes to its care. Children recognize themselves as part of their home and community. Children are given opportunities to experience choices and to make their own decisions in order to demonstrate their roles as individuals. As children learn to demonstrate respect for ideas and rules, they gain the skills necessary for being contributing members of the family and of a community. Demonstrates responsible behaviors. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders SS.2.2.b. Shows an understanding of how to care for the environment. Objective 27 Demonstrates knowledge of Earth s environment SS.2.2.c. Recognizes that people rely on others for goods and services; e.g., farm goods, mail delivery, safety or health care. Objective 30 Shows basic understanding of people and how they live SS.2.2.d. Seeks opportunities for leadership. Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors SS.2.2.e. Describes the purpose of rules. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders 38

39 SS.2.2.f. Recognizes that people have wants and must make choices because resources and materials are limited. Objective 29 Demonstrates knowledge about self SS.2.2.g. Describes their role at home, at school, and in the community. Objective 29 Demonstrates knowledge about self AZ.EC.SS. SS.2. SS.2.3. SS.2.3.a. SOCIAL STUDIES COMMUNITY Geography: The child demonstrates an awareness of locations within and around their community. As young children explore their community and visit a variety of places, they begin to develop a sense of direction and location. While going for rides on the bus or in a car, or while walking in their neighborhoods, children become aware of signs, symbols and other landmarks. Uses words to describe directionality and/or location within the community. Objective 32 Demonstrates simple geographic knowledge SS.2.3.b. Describes some physical features of the environment in which the child lives; e.g., bodies of water, mountains, weather. Objective 32 Demonstrates simple geographic knowledge AZ.EC.SS. SS.3. SS.3.1. SS.3.1.a. SOCIAL STUDIES HISTORICAL THINKING Understands Time Past, Present and Future: The child demonstrates an awareness of time and sequence of events in their daily lives. As young children explore their family and community identity and roles, they begin to develop a sense of what is in the past and what is in the future. While describing, experiencing, planning or discussing past events, children become aware of time, what is now and what is later. Demonstrates an understanding of time in the context of daily experiences. Objective 31 Explores change related to familiar people or places 39

40 SS.3.1.b. Understands that events happened in the past and how these events relate to one s self, family and community. Objective 31 Explores change related to familiar people or places AZ.EC.PHS. PHS.1. PHS.1.1. PHYSICAL DEVELOPMENT, HEALTH AND SAFETY PHYSICAL AND MOTOR DEVELOPMENT Gross Motor Development: The child moves with balance, control and coordination. PHS.1.1.a. Children are in constant motion. This movement develops young children s large muscles as they run, jump, and play in both structured and unstructured settings. Children increase their ability to control their bodies and learn that regular physical activity can enhance their overall physical, social and mental health. Moves with balance. Objective 5 Demonstrates balancing skills Objective 5.4 Experiments with different ways of balancing PHS.1.1.b. Moves with control (e.g., walks, runs, skips, jumps, gallops, hops). Objective 4 Demonstrates traveling skills Objective 4.6 Moves purposefully from place to place with control PHS.1.1.c. Moves with coordination. Objective 4 Demonstrates traveling skills Objective 4.6 Moves purposefully from place to place with control PHS.1.1.d. Demonstrates spatial awareness in physical activity. Objective 4 Demonstrates traveling skills Objective 4.6 Moves purposefully from place to place with control 40

41 AZ.EC.PHS. PHS.1. PHS.1.2. PHS.1.2.a. PHYSICAL DEVELOPMENT, HEALTH AND SAFETY PHYSICAL AND MOTOR DEVELOPMENT Fine Motor Development: The child uses fingers, hands and wrists to manipulate tools and materials. Developing fine motor skills is an important foundation for other developmental areas such as cognitive development, artistic expression, daily living skills and handwriting. Children begin to demonstrate an increased amount of strength, dexterity, and stamina to perform fine motor tasks using a variety of manipulatives and tools. When children are engaged in appropriate activities and experiences, they develop the ability to gain fine motor control, which leads to independence. Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils, silverware). Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements PHS.1.2.b. Uses eye-hand coordination to perform simple tasks. Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements PHS.1.2.c. Manipulates smaller objects, tools and instruments that require wrist and squeezing motions. Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements PHS.1.2.d. Uses fine motor skills in daily living. Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements 41

42 AZ.EC.PHS. PHS.2. PHS.2.1. PHS.2.1.a. PHYSICAL DEVELOPMENT, HEALTH AND SAFETY HEALTH Personal Health and Hygiene Practices: Child demonstrates knowledge of personal health practices, routines and understands the functions of body parts. Children begin at a young age to learn living skills that will assist them in making appropriate healthy choices. They learn that proper nutrition, exercise and rest are necessary for a healthy body. Demonstrates hygiene practices. Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs PHS.2.1.b1. Demonstrates healthy practices: Nutrition Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs PHS.2.1.b2. Demonstrates healthy practices: Physical activity and rest Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs PHS.2.1.c. Awareness of the functions of body parts. Objective 29 Demonstrates knowledge about self 42

43 AZ.EC.PHS. PHS.3. PHS.3.1. PHS.3.1.a. PHYSICAL DEVELOPMENT, HEALTH AND SAFETY SAFETY Safety and Injury Prevention: Child demonstrates knowledge of personal safety practices and routines. Children demonstrate awareness and understanding of personal and environmental safety rules and how to keep themselves safe. These principles should be relevant to Arizona and to the community/region in which the child lives. Identifies and follows basic safety rules with guidance and support; e.g., sun safety, animal and plant safety, outdoor and indoor safety. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders PHS.3.1.b. Demonstrates transportation and street safety practices. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders PHS.3.1.c. Enforces personal boundaries (safety, self-advocacy and boundary awareness). Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders PHS.3.1.d. Knows personal information. Objective 29 Demonstrates knowledge about self PHS.3.1.e. Demonstrates emergency safety practices. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders 43

44 PHS.3.1.f. Identifies how adults help to keep us safe. Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders AZ.EC.FA. FA.1. FA.1.1. FA.1.1.a. FINE ARTS VISUAL ARTS Creates and Understands Visual Arts: The child uses a wide variety of materials, media, tools, techniques and processes to explore, create and understand art. Children communicate ideas, experiences and feelings by leaving their mark with crayons, markers, paints, modeling and construction of masterpieces. Children discover that they and others are artists. Children begin to develop vocabulary to share their opinions about artistic creations and experiences. They reflect upon and describe the characteristics and qualities of their work and the work of others. Uses a variety of materials/media, tools and techniques to create original works of art (e.g., paper, rocks, sand, clay; tools such as cotton swabs, small/large brushes, drinking straws, and techniques such as drawing, painting, sculpting). Objective 33 Explores the visual arts FA.1.1.b. Creates art work with details which represent creative and personal choices, ideas, experiences and feelings. Objective 33 Explores the visual arts FA.1.1.c. Creates art in two and three dimensions. Objective 33 Explores the visual arts FA.1.1.d. Seeks an understanding of artwork by self or others by commenting on or questioning the artwork. Objective 33 Explores the visual arts 44

45 AZ.EC.FA. FA.2. FA.2.1. FA.2.1.a. FINE ARTS MUSIC AND CREATIVE MOVEMENT Creates and Understands Music, Movement and Dance: The child uses a wide variety of instruments, movements, techniques and music to explore and create. Singing, dancing, making music and moving to sounds/rhythms are fundamental musical activities of young children. These activities help young children explore and demonstrate self-expression, creativity, body awareness and nurtures appreciation of the arts. Children begin to develop a vocabulary to share opinions about musical/movement creations and experiences. Experiments with a variety of instruments, vocalizations, sounds or creative movements. Objective 34 Explores musical concepts and expression FA.2.1.b. Sings and moves to familiar rhymes, songs, and chants. Objective 34 Explores musical concepts and expression FA.2.1.c. Uses familiar songs, rhymes or chants to create their own musical/movement improvisations. Objective 34 Explores musical concepts and expression FA.2.1.d. Responds to different types of music, (e.g., rock, classical, jazz, spirituals, reggae, Native American chants, gospel, bluegrass, lullabies, marches and country music). Objective 34 Explores musical concepts and expression FA.2.1.e. Uses creative movement and dance to interpret the mood of various types of music and stories. Objective 34 Explores musical concepts and expression Objective 35 Explores dance and movement concepts 45

46 AZ.EC.FA. FA.3. FA.3.1. FA.3.1.a. FINE ARTS DRAMA Creates Dramatic Activities: The child uses the portrayal of events, characters, or stories through acting and using props and language to explore and create. Children use the richness of their daily activities to create pretend play, assuming different roles and characters. These experiences contribute to children s ability to selfregulate, communicate more effectively and engage in cooperative activity with peers while practicing roles of others. Assumes roles from daily activities using a variety of props. Objective 36 Explores drama through actions and language FA.3.1.b. Takes on more than one dramatic play role at a time. Objective 36 Explores drama through actions and language FA.3.1.c. Pretends an object exists without using a prop. Objective Explores drama through actions and language FA.3.1.d. Dramatizes familiar stories. Objective Explores drama through actions and language FA.3.1.e. Adds details and new elements to dramatic play situations. Objective 36 Explores drama through actions and language 46