Objectives for Development & Learning

Objectives for Development & Learning: Birth Through Kindergarten

Social–Emotional

1. Regulates own emotions and behaviors

a. Manages feelings

b. Follows limits and expectations

c. Takes care of own needs appropriately

2. Establishes and sustains positive relationships

a. Forms relationships with adults

b. Responds to emotional cues

c. Interacts with peers

d. Makes friends

3. Participates cooperatively and constructively

in group situations

a. Balances needs and rights of self and others

b. Solves social problems

Physical

4. Demonstrates traveling skills

5. Demonstrates balancing skills

6. Demonstrates gross-motor manipulative skills

7. Demonstrates ne-motor strength

and coordination

a. Uses ngers and hands

b. Uses writing and drawing tools

Language

8. Listens to and understands increasingly

complex language

a. Comprehends language

b. Follows directions

9. Uses language to express thoughts and needs

a. Uses an expanding expressive vocabulary

b. Speaks clearly

c. Uses conventional grammar

d. Tells about another time or place

10. Uses appropriate conversational and other

communication skills

a. Engages in conversations

b. Uses social rules of language

Cognitive

11. Demonstrates positive approaches to learning

a. Attends and engages

b. Persists

c. Solves problems

d. Shows curiosity and motivation

e. Shows exibility and inventiveness in thinking

12. Remembers and connects experiences

a. Recognizes and recalls

b. Makes connections

13. Uses classication skills

14. Uses symbols and images to represent something

not present

a. inks symbolically

b. Engages in sociodramatic play

Objectives for Development & Learning

Literacy

15. Demonstrates phonological awareness

a. Notices and discriminates rhyme

b. Notices and discriminates alliteration

c. Notices and discriminates smaller and smaller

units of sound

16. Demonstrates knowledge of the alphabet

a. Identies and names letters

b. Uses letter–sound knowledge

17. Demonstrates knowledge of print and its uses

a. Uses and appreciates books

b. Uses print concepts

18. Comprehends and responds to books

and other texts

a. Interacts during read-alouds and book

conversations

b. Uses emergent reading skills

c. Retells stories

19. Demonstrates emergent writing skills

a. Writes name

b. Writes to convey meaning

Mathematics

20. Uses number concepts and operations

a. Counts

b. Quanties

c. Connects numerals with their quantities

21. Explores and describes spatial relationships

and shapes

a. Understands spatial relationships

b. Understands shapes

22. Compares and measures

23. Demonstrates knowledge of patterns

Science and Technology

24. Uses scientic inquiry skills

25. Demonstrates knowledge of the characteristics

of living things

26. Demonstrates knowledge of the physical

properties of objects and materials

27. Demonstrates knowledge of Earth’s environment

28. Uses tools and other technology to perform tasks

Social Studies

29. Demonstrates knowledge about self

30. Shows basic understanding of people and

how they live

31. Explores change related to familiar people

or places

32. Demonstrates simple geographic knowledge

The Arts

33. Explores the visual arts

34. Explores musical concepts and expression

35. Explores dance and movement concepts

36. Explores drama through actions and language

English Language Acquisition

37. Demonstrates progress in listening to and

understanding English

38. Demonstrates progress in speaking English

Objectives for Development & Learning

Objective 1 Regulates own emotions and behaviors

a. Manages feelings

Not Yet

1 2 3 4 5 6 7 8 9

Uses adult support to calm self

• Calms self when touched

gently, patted, massaged,

rocked, or hears a soothing

voice

• Turns away from source of

overstimulation and cries, but

is soothed by being picked up

Comforts self by seeking out

special object or person

• Gets teddy bear from cubby

when upset

• Sits next to favorite adult

when sad

Is able to look at a situation

differently or delay

gratiﬁcation

• When the block area is full,

looks to see what other areas

are available

• Scowls and says, “I didn’t get

to paint this morning.” Pauses

and adds, “I have an idea. I

can paint after snack.”

Controls strong emotions in an

appropriate manner most of

the time

• Asserts, “I’m mad. You’re not

sharing the blocks! I’m going

to play with the ramps.”

• Says, “I’m so excited! We’re

going to the zoo today!” while

jumping up and down

b. Follows limits and expectations

Not Yet

1 2 3 4 5 6 7 8 9

Responds to changes in an

adult’s tone of voice and

expression

• Looks when adult speaks in a

soothing voice

• Appears anxious if voices are

loud or unfamiliar

• Touches the puddle of

water when adult smiles

encouragingly

Accepts redirection from

adults

• Moves to the sand table at

suggestion of adult when

there are too many at the art

table

• Initially refuses to go inside

but complies when the

teacher restates the request

Manages classroom rules,

routines, and transitions with

occasional reminders

• Indicates that only four

persons may play at the

water table

• Cleans up when music is

played

• Goes to rest area when lights

are dimmed

Applies rules in new but

similar situations

• Walks and uses a quiet voice

in the library

• Runs and shouts when on a

ﬁeld trip to the park

• Listens attentively to a guest

speaker

Objective 1 Regulates own emotions and behaviors

c. Takes care of own needs appropriately

Not Yet

1 2 3 4 5 6 7 8 9

Indicates needs and wants;

participates as adult attends

to needs

• Cries to show discomfort,

hunger, or tiredness

• Opens mouth when food is

offered

• Raises knees to chest when on

back for diaper changing

• Pulls off own socks

• Raises arms while being lifted

out of buggy

Seeks to do things for self

• Asserts own needs by

pointing, gesturing, or talking

• Holds hands under faucet

and waits for adult to turn on

water

• Tries to zip jacket, but throws

to ground in frustration

• Attempts to clean up toys

Demonstrates conﬁdence in

meeting own needs

• Washes hands and uses towel

to dry

• Stays involved in activity of

choice

• Uses materials, utensils, and

brushes appropriately

• Takes off coat and hangs it up

• Puts away toys

• Volunteers to feed the ﬁsh

Takes responsibility for own

well-being

• Completes chosen task

• Waits for turn to go down

slide

• Creates a “Do not touch” sign

for construction

• Tells why some foods are

good for you

• Takes care of personal

belongings

Objectives for Development & Learning

Objective 2 Establishes and sustains positive relationships

a. Forms relationships with adults

Not Yet

1 2 3 4 5 6 7 8 9

Demonstrates a secure

attachment to one or more

adults

• Appears uneasy when held by

a stranger but smiles broadly

when mom enters room

• Calms when a familiar adult

offers appropriate comfort

• Responds to teacher during

caregiving routines

Uses trusted adult as a secure

base from which to explore the

world

• Moves away from a trusted

adult to play with a new toy

but returns before venturing

into a new area

• Looks to a trusted adult

for encouragement when

exploring a new material or

physical space

Manages separations without

distress and engages with

trusted adults

• Waves good-bye to mom and

joins speech therapist in a

board game

• Accepts teacher’s explanation

of why she is leaving the room

and continues playing

Engages with trusted adults as

resources and to share mutual

interests

• Talks with teacher every day

about their pets

• Brings in photos of home

garden to share with teacher

who also has a garden

b. Responds to emotional cues

Not Yet

1 2 3 4 5 6 7 8 9

Reacts to others’ emotional

expressions

• Cries when hears an adult use

an angry tone of voice

• Smiles and turns head to look

at person laughing

• Moves to adult while watching

another child have a tantrum

Demonstrates concern about

the feelings of others

• Brings a crying child’s blanket

to him

• Hugs a child who fell down

• Gets an adult to assist a child

who needs help

Identiﬁes basic emotional

reactions of others and their

causes accurately

• Says, “She’s happy because

her brother is here.” “He’s

sad because his toy broke.”

• Matches a picture of a happy

face with a child getting a

present or a sad face with a

picture of a child dropping the

banana she was eating

Recognizes that others’

feelings about a situation

might be different from his or

her own

• Says, “I like riding fast on the

trike, but Tim doesn’t.”

• Shows Meir a picture of

a dinosaur but doesn’t

show it to Lucy because he

remembers that she’s afraid of

dinosaurs

Objective 2 Establishes and sustains positive relationships

c. Interacts with peers

Not Yet

1 2 3 4 5 6 7 8 9

Plays near other children; uses

similar materials or actions

• Sits next to child playing an

instrument

• Imitates other children

building with blocks

• Looks at other child’s painting

and chooses the same color

Uses successful strategies for

entering groups

• Watches what other children

are doing for a few minutes

and then contributes an idea

• Asks, “Can I run with you?”

Initiates, joins in, and sustains

positive interactions with a

small group of two to three

children

• Sees group pretending to ride

a bus and says, “Let’s go to

the zoo on the bus.”

• Enters easily into ongoing

group play and plays

cooperatively

Interacts cooperatively in

groups of four or ﬁve children

• Works on tasks with others

toward a common goal

• Plays and works together for

extended periods of time

d. Makes friends

Not Yet

1 2 3 4 5 6 7 8 9

Seeks a preferred playmate;

shows pleasure when seeing a

friend

• Leaves library area to greet

another child upon his arrival

• Seeks preferred child to sit

next to at group time

Plays with one or two preferred

playmates

• Builds block tower with

another child during choice

time and then looks at books

with same child later in the

day

• Joins same two friends for

several days to play a running

game outside

Establishes a special

friendship with one other

child, but the friendship might

only last a short while

• Talks about having friends

and what friends do together

• Seeks out particular friend

for selected activities on a

regular basis

Maintains friendships for

several months or more

• Finds her friend’s favorite

purple marker and gives it

to her

• Works through a conﬂict

and remains friends after a

disagreement

Objectives for Development & Learning

Objective 3 Participates cooperatively and constructively in group situations

a. Balances needs and rights of self and others

Not Yet

1 2 3 4 5 6 7 8 9

Responds appropriately to

others’ expressions of wants

• Gives another child a ball

when asked

• Makes room on the sofa for a

child who wants to look at the

book with him

Takes turns

• Waits behind another child at

the water fountain

• Says, “It’s your turn now; the

timer is up.”

Initiates the sharing of

materials in the classroom and

outdoors

• Gives another child the gold

marker to use but asks to use

it again when the other is done

• Invites another child to pull

the wagon with her

Cooperates and shares ideas

and materials in socially

acceptable ways

• Leaves enough space for

someone else to work at the

table

• Pays attention to group

discussions, values the ideas

of others, and contributes own

ideas in a respectful manner

b. Solves social problems

Not Yet

1 2 3 4 5 6 7 8 9

Expresses feelings during a

conﬂict

• Screams when another child

touches his crackers

• Gets quiet and looks down

when another child pushes her

Seeks adult help to resolve

social problems

• Goes to adult crying when

someone takes the princess

dress she wanted to wear

• Calls for the teacher when

another child grabs the play

dough at the same time he

does

Suggests solutions to social

problems

• Says, “You ride around the

track one time, then I’ll take

a turn.”

• Says, “Let’s make a sign to

keep people from kicking our

sand castle like we did in the

block area.”

• Asks teacher to make a

waiting list to use the new toy

Resolves social problems

through negotiation and

compromise

• Says, “If I let you use the ruler,

will you let me use the hole-

punch?”

• Responds, “Hey, I know! You

two can be the drivers to

deliver the pizza.”

Objective 4 Demonstrates traveling skills

Not Yet

1 2 3 4 5 6 7 8 9

Moves to explore immediate

environment

• Rolls over several times to

get toy

• Crawls

• Cruises

• Takes a few steps

• Takes steps, pushing a

push-toy or chair

• Moves from crawling to sitting

and back again

Experiments with different

ways of moving

• Walks across room

• Uses a hurried walk

• Walks backwards

• Pushes riding toy with feet

while steering

• Uses a walker to get to the

table

• Marches around room

Moves purposefully from place

to place with control

• Runs

• Avoids obstacles and people

while moving

• Starts and stops using

wheelchair

• Walks up and down stairs

alternating feet

• Climbs up and down on

playground equipment

• Rides tricycle using pedals

• Gallops, but not smoothly

Coordinates complex

movements in play and games

• Runs smoothly and quickly,

changes directions, stops and

starts quickly

• Steers wheelchair into small

playground spaces

• Jumps and spins

• Moves through obstacle course

• Gallops and skips with ease

• Plays “Follow the Leader”

using a variety of traveling

movements

Objectives for Development & Learning

Objective 5 Demonstrates balancing skills

Not Yet

1 2 3 4 5 6 7 8 9

Balances while exploring

immediate environment

• Sits propped up

• Rocks back and forth on

hands and knees

• Sits a while and plays with

toys

• Sits and reaches for toys

without falling

Experiments with different

ways of balancing

• Squats to pick up toys

• Stands on tiptoes to reach

something

• Gets in and out of a chair

• Kneels while playing

• Straddles a taped line on the

ﬂoor

• Sidesteps across beam or

sandbox edge

Sustains balance during simple

movement experiences

• Walks forward along sandbox

edge, watching feet

• Jumps off low step, landing on

two feet

• Jumps over small objects

• Holds body upright while

moving wheelchair forward

Sustains balance during

complex movement

experiences

• Hops across the playground

• Hops on one foot then the

other

• Walks across beam or

sandbox edge forward and

backwards

• Attempts to jump rope

Objective 6 Demonstrates gross-motor manipulative skills

Not Yet

1 2 3 4 5 6 7 8 9

Reaches, grasps, and releases

objects

• Reaches for object

• Pushes ball

• Drops objects

• Grasps a rolled ball or other

object with two hands

• Bats or swipes at a toy

Manipulates balls or similar

objects with stiff body

movements

• Carries a large ball while

moving

• Flings a beanbag

• Throws a ball or other object

by pushing it with both hands

• Catches a large, bounced ball

against body with straight arms

• Kicks a stationary ball

Manipulates balls or similar

objects with ﬂexible body

movements

• Throws a ball or other object

• Traps thrown ball against body

• Tosses beanbag into basket

• Strikes a balloon with large

paddle

• Kicks ball forward by stepping

or running up to it

Manipulates balls or similar

objects with a full range of

motion

• Steps forward to throw ball

and follows through

• Catches large ball with both

hands

• Strikes stationary ball

• Bounces and catches ball

• Kicks moving ball while

running

Objectives for Development & Learning

Objective 7 Demonstrates ne-motor strength and coordination

a. Uses ﬁngers and hands

Not Yet

1 2 3 4 5 6 7 8 9

Reaches for, touches, and holds

objects purposefully

• Bats or swipes at a toy

• Transfers objects from one

hand to another

• Releases objects voluntarily

• Rakes and scoops objects to

pick them up

• Picks up food with ﬁngers and

puts in mouth

• Bangs two blocks together

• Crumbles paper

Uses ﬁngers and whole-arm

movements to manipulate and

explore objects

• Places shape in shape sorter

• Points at objects and pokes

bubbles

• Releases objects into

containers

• Uses spoon and sometimes

fork to feed self

• Dumps sand into containers

• Unbuttons large buttons

• Rotates knobs

• Tears paper

Uses reﬁned wrist and ﬁnger

movements

• Squeezes and releases tongs,

turkey baster, squirt toy

• Snips with scissors

• Strings large beads

• Pours water into containers

• Pounds, pokes, squeezes,

rolls clay

• Buttons, zips, buckles, laces

• Uses hand motions for “Itsy

Bitsy Spider”

• Turns knobs to open doors

• Uses eating utensils

• Sews lacing cards

• Cuts along straight line

Uses small, precise ﬁnger and

hand movements

• Uses correct scissors grip

• Attempts to tie shoes

• Pushes speciﬁc keys on a

keyboard

• Arranges small pegs in

pegboard

• Strings small beads

• Cuts out simple pictures and

shapes, using other hand to

move paper

• Cuts food

• Builds a structure using small

Legos

b. Uses writing and drawing tools

Not Yet

1 2 3 4 5 6 7 8 9

Grasps drawing and writing

tools, jabbing at paper

Grips drawing and writing tools

with whole hand but may use

whole-arm movements to make

marks

Holds drawing and writing tools

by using a three-point ﬁnger grip

but may hold the instrument too

close to one end

Uses three-point ﬁnger grip

and efﬁcient hand placement

when writing and drawing

Objective 8 Listens to and understands increasingly complex language

a. Comprehends language

Not Yet

1 2 3 4 5 6 7 8 9

Shows an interest in the

speech of others

• Turns head toward people who

are talking

• Recognizes familiar voice

before the adult enters the

room

• Looks at favorite toy when

adult labels and points to it

• Responds to own name

Identiﬁes familiar people,

animals, and objects when

prompted

• Picks up cup when asked,

“Where’s your cup?”

• Goes to sink when told to wash

hands

• Touches body parts while

singing “Head, Shoulders,

Knees, and Toes.”

Responds appropriately to

speciﬁc vocabulary and simple

statements, questions, and

stories

• Finds his favorite illustration

in a storybook when asked

• Listens to friend tell about cut

ﬁnger and then goes to the

dramatic play area to get a

Band-Aid

• Responds using gestures to

compare the sizes of the three

leaves

Responds appropriately to

complex statements, questions,

vocabulary, and stories

• Answers appropriately when

asked, “How do you think

the car would move if it had

square wheels?”

• Builds on ideas about how to

ﬁx the broken wagon

• Acts out the life cycle of a

butterﬂy after the teacher

reads a story about it

b. Follows directions

Not Yet

1 2 3 4 5 6 7 8 9

Responds to simple verbal

requests accompanied by

gestures or tone of voice

• Waves when mother says,

“Wave bye-bye,” as she waves

her hand

• Covers eyes when adult

prompts, “Wheeeere’s Lucy?”

• Drops toy when teacher

extends hand and says,

“Please give it to me.”

Follows simple requests not

accompanied by gestures

• Throws trash in can when

asked, “Will you please throw

this away?”

• Puts the balls in the basket

when told, “Put all the balls in

the basket, please.”

• Goes to cubby when teacher

says, “It’s time to put coats on

to go outside.”

Follows directions of two

or more steps that relate

to familiar objects and

experiences

• Washes and dries hands after

being reminded about the

hand-washing sequence

• Completes a sequence of

tasks, “Get the book bin and

put it on the table. Then bring

the paper and crayons.”

Follows detailed, instructional,

multistep directions

• Follows instructions for

navigating a new computer

program

• Follows teacher’s guidance:

“To feed the ﬁsh, ﬁrst get the

ﬁsh ﬂakes. Open the jar and

sprinkle a pinch of food on the

water. Finally, put the lid on

the jar and put it back on the

shelf.”

Objectives for Development & Learning

Objective 9 Uses language to express thoughts and needs

a. Uses an expanding expressive vocabulary

Not Yet

1 2 3 4 5 6 7 8 9

Vocalizes and gestures to

communicate

• Coos and squeals when happy

• Cries after trying several times

to get toy just out of reach

• Waves hands in front of face

to push away spoon during a

feeding

• Uses hand gestures to sign or

indicate “more”

Names familiar people, animals,

and objects

• Says, “Nana,” when

grandmother comes into the

room

• Names the cow, horse,

chicken, pig, sheep, and goat

as she sees them on the trip to

the farm

Describes and tells the use of

many familiar items

• When making pancakes, says,

“Here is the beater. Let me

beat the egg with it.”

• Responds, “We used the big,

red umbrella so we both could

get under it.”

Incorporates new, less familiar

or technical words in everyday

conversations

• Uses a communication device

to say, “My bird went to the

vet. He has a disease. He’s

losing his feathers.”

• Says, “I’m not sure I can put it

together. It’s complicated.”

b. Speaks clearly

Not Yet

1 2 3 4 5 6 7 8 9

Babbles strings of single

consonant sounds and

combines sounds

• Says, “M-m-m;” “D-d-d”

• Says, “Ba-ba-ba”

• Babbles with sentence-like

intonation

Uses some words and word-like

sounds and is understood by

most familiar people

• Refers to grandma as

“Gum-gum”

• Asks, “Where bankit?” and a

friend brings his blanket to him

• Says, “No go!” to indicate she

doesn’t want to go inside

Is understood by most people;

may mispronounce new, long,

or unusual words

• Says, “I saw ants and a

hoppergrass” (grasshopper)

• Speaks so is understood by

the school visitor

Pronounces multisyllabic or

unusual words correctly

• Says, “Oh, that one has layers,

it’s a sedimentary rock.”

• Says, “What does ostracize

mean?” after hearing the word

read in Abiyoyo

Objective 9 Uses language to express thoughts and needs

c. Uses conventional grammar

Not Yet

1 2 3 4 5 6 7 8 9

Uses one- or two-word

sentences or phrases

• Asks, “More?”

• Says, “Daddy go.”

• Uses one word, “Juice,” to

mean, “I want some juice.”

Uses three- to four-word

sentences; may omit some

words or use some words

incorrectly

• Says, “Bed no go.”

• Says, “Daddy goed to work.”

• Responds, “I want banana,”

when asked what she wants

for snack

Uses complete, four- to six-

word sentences

• Says, “I chose two books.”

• Says, “We are going to the

zoo.”

• Says, “Momma came and we

went home.”

Uses long, complex sentences

and follows most grammatical

rules

• Says, “We are going to the zoo

to see the animals. We’ll learn

where they live and what they

eat.”

• Notices when sentences

do not make sense; tries to

correct them

d. Tells about another time or place

Not Yet

1 2 3 4 5 6 7 8 9

Makes simple statements

about recent events and

familiar people and objects

that are not present

• Says, “Got shoes.”

• Hears helicopter, stops and

says, “’copter.”

• Tells, “Gran lives far away.”

Tells simple stories about

objects, events, and people not

present; lacks many details

and a conventional beginning,

middle, and end

• Dictates a simple story with

few connections between

characters and events

• Says, “I’ve got new shoes.

I went to the shoe store.”

Tells stories about other times

and places that have a logical

order and that include major

details

• Tells about past experiences,

reporting the major events

in a logical sequence

• Says, “I went to the shoe store

with Gran. I got two pairs of

new shoes.”

Tells elaborate stories that refer

to other times and places

• Dictates an elaborate story of

her recent visit to the bakery,

including details of who, what,

when, why, and how

• Tells many details as he acts

out his recent trip to the shoe

store

Objectives for Development & Learning

Objective 10 Uses appropriate conversational and other communication skills

a. Engages in conversations

Not Yet

1 2 3 4 5 6 7 8 9

Engages in simple back-and-

forth exchanges with others

• Coos at adult who says,

“Sweet Jeremy is talking.” He

coos again, and adult imitates

the sounds

• Shakes head for no; waves

bye-bye

• Joins in games such as

pat-a-cake and peekaboo

Initiates and attends to brief

conversations

• Says, “Doggy.” Teacher

responds, “You see a doggy.”

Child says, “Doggy woof.”

• Asks teacher, “Home now?”

Teacher responds, “Yes, I’m

leaving to go home.”

• Looks at teacher and points

to picture of car. Teacher

responds, “No, I’m going to

walk home.”

Engages in conversations of at

least three exchanges

• Stays on topic during

conversations

• Maintains the conversation

by repeating what the other

person says or by asking

questions

Engages in complex, lengthy

conversations (ﬁve or more

exchanges)

• Offers interesting comments

with communication device

• Extends conversation by

moving gradually from one

topic to a related topic

b. Uses social rules of language

Not Yet

1 2 3 4 5 6 7 8 9

Responds to speech by looking

toward the speaker; watches

for signs of being understood

when communicating

• Hears siren and goes to adult

pointing, “Fire tuck.”

• Looks at adult and says, “Ball”,

repeatedly until adult says,

“Ball. You want the ball?”

Uses appropriate eye contact,

pauses, and simple verbal

prompts when communicating

• Pays attention to speaker

during conversation

• Pauses after asking a question

to wait for a response

• Says “please” and “thank you”

with occasional prompting

Uses acceptable language

and social rules while

communicating with others;

may need reminders

• Takes turns in conversations

but may interrupt or direct talk

back to self

• Regulates volume of voice

when reminded

Uses acceptable language and

social rules during

communication with others

• Uses a softer voice when

talking with peers in the

library and a louder voice on

the playground

• Says, “Hello,” back to the

museum curator on a trip

Objective 11 Demonstrates positive approaches to learning

a. Attends and engages

Not Yet

1 2 3 4 5 6 7 8 9

Pays attention to sights and

sounds

• Watches the teacher walk

across the room

• Turns head toward sound of

mother’s voice

Sustains interest in working on

a task, especially when adults

offer suggestions, questions,

and comments

• Takes small blocks from adult

and continues to drop them

into a container

• Continues ring stacking when

the teacher says, “You’re

putting the biggest ones on

ﬁrst.”

• Continues the play about

going to a restaurant after the

teacher offers a menu

Sustains work on age-

appropriate, interesting tasks;

can ignore most distractions

and interruptions

• Makes relevant contributions

to group discussion about

class pet

• Focuses on making a sign

for a building while others

are rolling cars down a ramp

nearby

Sustains attention to tasks or

projects over time (days to

weeks); can return to activities

after interruptions

• Returns to Lego

construction

over several days, adding new

features each time

• Pauses to join in problem-

solving discussion at adult’s

request, then returns to art

project

b. Persists

Not Yet

1 2 3 4 5 6 7 8 9

Repeats actions to obtain

other people solve problems;

asks for a solution and uses it

• Seeks help opening a stuck

cap; pulls one end as teacher

pulls the other

• Asks another child to hold his

cup while he pours milk

Solves problems without

having to try every possibility

• Looks at an assortment of pegs

and selects the size that will ﬁt

in the hole

• Tells another child, “Put the

big block down ﬁrst, or the

tower will fall down.”

Thinks problems through,

considering several

possibilities and analyzing

results

• Considers new information

before trying a strategy: “If I

put this box on top, I can see

if they are the same size.”

• Thinks about a book

character’s problem and

suggests solutions

d. Shows curiosity and motivation

Not Yet

1 2 3 4 5 6 7 8 9

Uses senses to explore the

immediate environment

• Turns in direction of a sound

• Moves closer to touch an

object

• Shakes or bangs a toy to

make it work

Explores and investigates

ways to make something

happen

• Enjoys taking things apart

• Turns faucet on and off

• Tilts a ramp to ﬁnd out if a

car will go down faster

Shows eagerness to learn

about a variety of topics and

ideas

• Seeks answers to questions

about the storm

• Shows interest in learning

how the ﬁreﬁghter’s clothes

protect him

Uses a variety of resources to

ﬁnd answers to questions

• Locates informational book

on insects to identify the

butterﬂy seen outside

• Asks visiting musician

questions about her

instrument

Objective 11 Demonstrates positive approaches to learning

e. Shows ﬂexibility and inventiveness in thinking

Not Yet

1 2 3 4 5 6 7 8 9

Imitates others in using objects

in new and/or unanticipated

ways

• Notices another child reach

a toy with the broom handle;

then tries

• Imitates a friend, putting a

basket on head to use as a hat

Uses creativity and imagination

during play and routine tasks

• Strings wooden beads into a

necklace as part of dramatic

play

• Uses a table, sheets, and

towels to build a tent

Changes plans if a better idea

is thought of or proposed

• Accepts idea to use tape

instead of glue to ﬁx the tear

• Suggests building on a hard

surface when structure keeps

falling down

Thinks through possible long-

term solutions and takes on

more abstract challenges

• Offers ideas on how to make

the block area larger for

building

• Creates board game; thinks

of how to play it from start to

ﬁnish

Objectives for Development & Learning

Objective 12 Remembers and connects experiences

a. Recognizes and recalls

Not Yet

1 2 3 4 5 6 7 8 9

Recognizes familiar people,

places, and objects; looks for

hidden object where it was

last seen

• Looks for food dropped from

high chair

• Uncovers bear after adult

covers it with a blanket

• Says or signs names of

common objects when sees

them

Recalls familiar people, places,

objects, and actions from the

past (a few months before);

recalls 1 or 2 items removed

from view

• Looks for horse used a few

months ago in bin of toy

animals

• Identiﬁes one or two objects

taken away while playing

“What’s Missing?”

• Shows fear of a bee after

having been stung

Tells about experiences in order,

provides details, and evaluates

the experience; recalls 3 or 4

items removed from view

• Identiﬁes four objects taken

away while playing “What’s

Missing?”

• Says, “We went to the baseball

game. We sat way up high.

We ate peanuts and drank

lemonade. I really liked it a lot

but my sister didn’t.”

Uses a few deliberate

strategies to remember

information

• Creates an observational

drawing of a ﬁre truck and

then refers to it later while

building with blocks

• Tells the teacher, “I’m putting

my book in my backpack so

I’ll remember to take it home.”

b. Makes connections

Not Yet

1 2 3 4 5 6 7 8 9

Looks for familiar persons

when they are named; relates

objects to events

• Turns head toward door when

her teacher says, “Bethany,

Mommy is here.”

• Throws paper away when

teacher says, “Please put this

in the trash.”

Remembers the sequence

of personal routines and

experiences with teacher

support

• Goes to attendance chart with

parent upon arrival

• Gets a paper towel after

teacher says, “What do we

do next, after we wash our

hands?”

Draws on everyday experiences

and applies this knowledge to a

similar situation

• After hearing A Chair for My

Mother read aloud says, “My

Nana has a chair like the one

Rosa and her family bought.”

• Uses trafﬁc-directing signals

on the bike track after seeing a

police ofﬁcer demonstrate them

• Divides crayons into “fair

share” groups after watching a

teacher do it the day before

Generates a rule, strategy,

or idea from one learning

experience and applies it in a

new context

• Proposes a one-way sign for

entering and exiting the cubby

area after a neighborhood walk

where children discussed one-

way street signs

• Tallies friends’ favorite ice

cream ﬂavors after learning

how to make tally marks to

count how many people wear

shoes with buckles

Objective 13 Uses classication skills

Not Yet

1 2 3 4 5 6 7 8 9

Matches similar objects

• Puts one sock with another

sock

• Gathers all the vehicles from

a shelf

• Picks out and eats only the

animal crackers

• Puts only blue pegs in

pegboard; leaves red and

yellow pegs to the side

Places objects in two or more

groups based on differences

in a single characteristic, e.g.,

color, size, or shape

• Puts all the red beads together

and all the blue beads

together

• Pulls out all the trucks from

the vehicle bin

• Identiﬁes fabric pieces as

being scratchy or soft

• Puts pictures into piles of

babies, older children, and

grown-ups

Groups objects by one

characteristic; then regroups

them using a different

characteristic and indicates

the reason

• Says, “These buttons are

blue, and these are red”; then

resorts buttons into big and

little

• Points to groups of animals

and says, “These are zoo

animals and these are farm

animals”; then sorts the

zoo animals into those with

stripes and those without

stripes

Groups objects by more than

one characteristic at the same

time; switches sorting rules

when asked, and explains the

reasons

• Organizes a sticker collection

into groups and subgroups

and explains why and how;

then creates a new grouping

when the teacher makes a

suggestion

• Creates four piles of shapes:

big red triangles, small red

triangles, big blue triangles,

small blue triangles. Switches

when asked to form two

groups of all the big and small

triangles

Objectives for Development & Learning

Objective 14 Uses symbols and images to represent something not present

a. Thinks symbolically

Not Yet

1 2 3 4 5 6 7 8 9

Recognizes people, objects,

and animals in pictures or

photographs

• Touches the cow in the

illustration when an adult

reads, “And the cow

jumped….”

• Points to photograph and

says, “Mommy”

• Identiﬁes a duck in a variety

of different photos and

illustrations

Draws or constructs, and then

identiﬁes what it is

• Draws various shapes and says,

“This is my house.”

• Glues red yarn on paper and

says, “I made spaghetti.”

Plans and then uses drawings,

constructions, movements, and

dramatizations to represent

ideas

• Sees a dump truck outside

and plans how to draw it

• Says, “Let’s pretend to be

seeds growing like in the

book.”

Represents objects, places, and

ideas with increasingly abstract

symbols

• Makes tally marks

• Makes and interprets graphs

with teacher’s help

• Attempts to write words to

label a picture

b. Engages in sociodramatic play

Not Yet

1 2 3 4 5 6 7 8 9

Imitates actions of others

during play; uses real objects

as props

• Holds a toy phone to ear

• Wraps a blanket around a doll

and then rocks it

Acts out familiar or imaginary

scenarios; may use props to

stand for something else

• Puts beads in a mufﬁn tin,

places tin in oven, and asks,

“Who wants some cupcakes?”

• Uses a short rope as a ﬁre

hose

• Pretends to be the birthday

boy at the party and blows out

the candles on the pegboard

‘cake’ after others sing “Happy

Birthday”

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

• Pretends to be the bus driver.

Tells the other children, “You

can be the passengers. Give

me your tickets, and I will give

you change.”

Plans and negotiates complex

role play; joins in detailed

conversation about roles and

actions; play may extend over

several days

• Joins in elaborate play

about taking a dog to the

veterinarian, assigning roles,

switching roles, creating props,

and returning to the play day

after day

Objective 15 Demonstrates phonological awareness

a. Notices and discriminates rhyme

Not Yet

1 2 3 4 5 6 7 8 9

Joins in rhyming songs and

games

• Hums along and joins in

random words in rhyme

• Sings with a group, “One, two,

buckle my shoe…”

Fills in the missing rhyming

word; generates rhyming words

spontaneously

• Completes the rhyme in the

phrase, “The fat cat sat on the

____ (mat).”

• Chants spontaneously, “Me, fee,

kee, tee, lee, bee.”

Decides whether two words

rhyme

• “Do bear and chair rhyme?

What about bear and goat?”

• Matches rhyming picture

cards

Generates a group of rhyming

words when given a word

• Says, “Bat, sat, lat,” when

asked, “What words rhyme

with cat?”

b. Notices and discriminates alliteration

Not Yet

1 2 3 4 5 6 7 8 9

Sings songs and recites rhymes

and refrains with repeating

initial sounds

• Sings, “I’m bringing home a

baby bumble bee…”

Shows awareness that some

words begin the same way

• Says, “Max and Maya…our

names start the same!”

Matches beginning sounds of

some words

• Groups objects or pictures

that begin with the same

sound

• Picks up a toy bear when

asked, “What begins the same

way as box, baby, and bike?”

Isolates and identiﬁes the

beginning sound of a word

• Says, “/m-m-m/,” when asked

“What is the ﬁrst sound of the

word milk?”

• Responds, “/t/,” after being

asked, “What’s the beginning

sound of toy, toe, teeth?”

Objectives for Development & Learning

Objective 15 Demonstrates phonological awareness

c. Notices and discriminates smaller and smaller units of sound

Not Yet

1 2 3 4 5 6 7 8 9

Hears and shows awareness of

separate words in sentences

• Joins in clapping each word

while chanting, “I like ice cream.”

• Jumps upon hearing a

speciﬁed word in a story

Hears and shows awareness of

separate syllables in words

• Claps each syllable of name,

Tri-na

• Puts together pen and cil to

say pencil

• Puts together foot and ball to

say football

Verbally separates and blends

onset and rime

• Says, “Hat,” after hearing

/h/…/at/

• Points to Jonathan when

teacher plays game and asks,

“Where’s _onathan?”

Verbally separates and blends

individual phonemes in words

• Claps each phoneme of the

word hat: /h/ /a/ /t/

• Says, “Hat,” after hearing

/h/ /a/ /t/

Objective 16 Demonstrates knowledge of the alphabet

a. Identiﬁes and names letters

Not Yet

1 2 3 4 5 6 7 8 9

Recognizes and names a few

letters in own name

Recognizes and names as many

as 10 letters, especially those

in own name

Identiﬁes and names 11–20

upper- and 11–20 lowercase

letters when presented in

random order

Identiﬁes and names all upper-

and lowercase letters when

presented in random order

b. Uses letter–sound knowledge

Not Yet

1 2 3 4 5 6 7 8 9

Identiﬁes the sounds of a few

letters

Produces the correct sounds

for 10–20 letters

Shows understanding that a

sequence of letters represents

a sequence of spoken sounds

• Asks when writing, “How do

you spell cough?”

Applies letter–sound

correspondence when

attempting to read and write

• Sees the word cat; begins to

sound out the word: /k/ /a/ /t/

• Makes an open sign for the

doctor’s ofﬁce by writing “opn”

Objectives for Development & Learning

Objective 17 Demonstrates knowledge of print and its uses

a. Uses and appreciates books

Not Yet

1 2 3 4 5 6 7 8 9

Shows interest in books

• Gazes at the pages of a book

• Brings book to adult to read

Orients book correctly; turns

pages from the front of the book

to the back; recognizes familiar

books by their covers

• Hands teacher book and says,

“Let’s read Corduroy!”

Knows some features of a

book (title, author, illustrator);

connects speciﬁc books to

authors

• Says, “I want to read this Dr.

Seuss book today.”

• Says, “Eric Carle wrote this

book. He is the author.”

Uses various types of books for

their intended purposes

• Selects the book about insects

to identify the butterﬂy seen

on the playground

b. Uses print concepts

Not Yet

1 2 3 4 5 6 7 8 9

Shows understanding that text

is meaningful and can be read

• Points to the words on the

sign by the ﬁsh bowl and says,

“Just one pinch!”

Indicates where to start reading

and the direction to follow

• Points to beginning of text on

the page when pretending to

read and moves ﬁnger left to

right as she continues down

the page

Shows awareness of various

features of print: letters, words,

spaces, upper- and lowercase

letters, some punctuation

• Points to the word

hippopotamus and says,

“That’s a long word.”

• Says, “That means stop

reading,” as he points to

a period at the end of a

sentence.

Matches a written word with a

spoken word, but it may not be

the actual written word; tracks

print from the end of a line of

text to the beginning of the

next line

• Touches each word on the

page while reciting the words

from Brown Bear, Brown Bear,

What Do You See?

• Picks up ﬁnger and returns it

to the beginning of the next

line when pretend reading

Objective 18 Comprehends and responds to books and other texts

a. Interacts during read-alouds and book conversations

Not Yet

1 2 3 4 5 6 7 8 9

Contributes particular

language from the book at the

appropriate time

• Says, “You’re not big enough,”

when teacher pauses in The

Grouchy Ladybug

Asks and answers questions

about the text; refers to pictures

• Responds, “He was mad. He

threw his hat down.”

Identiﬁes story-related

problems, events, and

resolutions during

conversations with an adult

• When prompted says, “George

got put in jail. He ran out the

open door and got out.”

Reconstructs story, using

pictures, text, and props;

begins to make inferences and

draw conclusions

• Joins in story discussion

then says, “I think Max was

upset that he was sent to bed

without his supper.”

b. Uses emergent reading skills

Not Yet

1 2 3 4 5 6 7 8 9

Pretends to read a familiar

book, treating each page as

a separate unit; names and

describes what is on each

page, using pictures as cues

Pretends to read, using some

of the language from the text;

describes the action across

pages, using pictures to order

the events; may need prompts

from adult

Pretends to read, reciting

language that closely matches

the text on each page and

using reading-like intonation

Tries to match oral language

to words on page; points to

words as reads; uses different

strategies (e.g., sounding out

words, known words, and

patterns in text) to make

meaning from print

Objectives for Development & Learning

Objective 18 Comprehends and responds to books and other texts

c. Retells stories

Not Yet

1 2 3 4 5 6 7 8 9

Retells some events from a

familiar story with close adult

prompting

• Says, “The pig builds a house

from it” when the teacher

asks, “What does the ﬁrst

little pig do with the straw?”

Then says, “The wolf blows it

down,” when the teacher asks,

“What does the wolf do to the

house?”

Retells familiar stories using

pictures or props as prompts

• Retells the basic events of

The Three Little Pigs using

felt pieces on a felt board

Retells a familiar story in

proper sequence, including

major events and characters

• Retells The Three Little Pigs,

starting with the pigs saying

good-bye to their mother,

remembering the correct

order in which the pigs build

their houses, and ending with

the wolf climbing down the

chimney and falling into the

pot of hot water

Retells stories with many

details about characters,

events, and storylines

• Retells The Three Little Pigs,

and includes details about

how the mother felt about her

children’s leaving home, the

pigs’ personalities, and why

building a house from bricks

is better than building a house

from straw or sticks

Objective 19 Demonstrates emergent writing skills

a. Writes name

Not Yet

1 2 3 4 5 6 7

Scribbles or marks

• Scribble writes

deliberately

• Makes marks that

appear to adults to be in

random order

Controlled linear

scribbles

• Scribbles lines, circles,

or zigzags in rows

• Often repeats action

and forms

Mock letters or letter-

like forms

• Writes segments of

letter forms, e.g., lines,

curves

• May use too many

segments to create

a letter, e.g., ﬁve

horizontal lines on the

letter E

• May not orient letter

segments correctly

Letter strings

• Writes some letters

correctly

• Writes letters in

unconventional order

Partially accurate name

• Writes all the letters of

own name, although

some may not be

sequenced correctly

• Writes all the letters of

own name, but some

of the letters are not

formed or oriented

correctly

Accurate name

• Writes all the letters of

own name in the correct

sequence, form, and

orientation

• Uses uppercase or

lowercase letters (or a

combination of both)

when writing name

Carolyn Lilly Paula Emma

Vicky

Brooke

Objectives for Development & Learning

Objective 19 Demonstrates emergent writing skills

b. Writes to convey meaning

Not Yet

1 2 3 4 5 6 7

Scribbles or marks

• Scribble writes

deliberately

• Makes marks that

appear to adults to be in

random order

Controlled linear

scribbles

• Scribbles lines, circles,

or zigzags in rows

• Often repeats action

and forms

Mock letters or

letter-like forms

• Writes segments of

letter forms, e.g., lines,

curves

• May use too many

segments to create

a letter, e.g., ﬁve

horizontal lines on the

letter E

• May not orient letter

segments correctly

Letter strings

• Writes strings of letters

• Writes some letters

correctly

• Writes letters in

unconventional order

• Begins to separate

groups of letters with

spaces

• May copy environmental

Early invented spelling

• Uses ﬁrst letter of word

to represent whole word

• Writes initial and/or

ﬁnal sounds of a word

to represent the whole

word

*Note: In Spanish, early

invented spelling may consist

primarily of vowels.

Late invented spelling

• Begins to include

beginning, middle, and

ending sounds in words

• Represents most of the

sounds heard in words

in the correct order

Maya said, “Here Mommy.

Read this.”

Carolyn said, “That’s my

phone number. You can

call me.”

Erica said, “I’m

writing my ABCs just like

my sister.”

Jordan said,

“Here’s a ticket! You’re

under arrest!”

Meir wrote,

“Uncle Clay, I love you.”

Jenna said, “I need

to buy some

blackberries and grapes

at the store.”

Objective 20 Uses number concepts and operations

a. Counts

Not Yet

1 2 3 4 5 6 7 8 9

Verbally counts (not always in

the correct order)

• Says, “One, two, ten,” as she

pretends to count

Verbally counts to 10; counts up

to ﬁve objects accurately, using

one number name for each

object

• Counts to ten when playing

“Hide and Seek”

• Counts out four scissors and

puts them at the table

Verbally counts to 20; counts

10–20 objects accurately;

knows the last number states

how many in all; tells what

number (1–10) comes next in

order by counting

• Counts to twenty while walking

across room

• Counts ten plastic worms and

says, “I have ten worms.”

• When asked, “What comes after

six?” says, “One, two, three,

four, ﬁve, six, seven…seven.”

Uses number names while

counting to 100; counts 30

objects accurately; tells what

number comes before and after

a speciﬁed number up to 20

• Counts twenty-eight steps to

the cafeteria

• When asked what comes after

ﬁfteen, says “Sixteen.”

b. Quantiﬁes

Not Yet

1 2 3 4 5 6 7 8 9

Demonstrates understanding

of the concepts of one, two,

and more

• Says, “More apple,” to

indicate he wants more pieces

than given

• Takes two crackers when

prompted, “Take two

crackers.”

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

• Looks at the sand table

and says instantly, without

counting, “There are three

children at the table.”

• Says, “I have four cubes. Two

are red, and two are blue.”

• Puts three bunnies in the box

with the two bears. Counts and

says, “Now I have ﬁve.”

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

• Says, “I have eight big buttons,

and you have eight little buttons.

We have the same.”

• Tosses ten puff balls at the

hoop. When three land outside

she says, “More went inside.”

• Puts two dominoes together,

says, “Five dots,” and counts

on “Six, seven, eight. Eight

dots all together.”

Uses a variety of strategies

(counting objects or ﬁngers,

counting on, or counting back)

to solve problems with more

than 10 objects

• Uses ladybug counters to

solve the problem, “You had

eight ladybugs. Two ﬂew away.

How many ladybugs are left?”

• Says, “I have ten cars. I left

two at Grandma’s, so now I

have ten, nine, eight left.”

• Uses two-sided counters to

determine different number

combinations for fourteen

Objectives for Development & Learning

Objective 20 Uses number concepts and operations

c. Connects numerals with their quantities

Not Yet

1 2 3 4 5 6 7 8 9

Recognizes and names a few

numerals

• Points to the 1 when the

teacher says, “Where is the

numeral 1?”

• Notices numerals around the

room and calls some of them

by name

Identiﬁes numerals to 5 by

name and connects each to

counted objects

• Says, “Five” as she attaches

ﬁve clothespins to the 5 card

• Tells her friend, “That’s a 3,

and there are three puppies on

this page.”

Identiﬁes numerals to 10 by

name and connects each to

counted objects

• Shouts, “Seven,” and jumps

seven times when the teacher

holds up the number 7 card

• Says, “I put nine buttons in

the 9 box.”

Identiﬁes numerals to 20 by

name and connects each to

counted objects

• Says, “Kaufee put the 12

card and twelve beads on his

necklace.”

• Says, “I drew ﬁfteen ﬂowers to

go on page 15 of our number

book.”

Objective 21 Explores and describes spatial relationships and shapes

a. Understands spatial relationships

Not Yet

1 2 3 4 5 6 7 8 9

Follows simple directions

related to position (in, on,

under, up, down)

• Follows teacher’s directions to

put the trash in the can

• Raises hands up and down as

the song directs

Follows simple directions

related to proximity (beside,

between, next to)

• Follows teacher’s direction to

put the cup next to the plate

• Sits beside her friend when

he says, “Sit between me and

Laura.”

Uses and responds

appropriately to positional

words indicating location,

direction, and distance

• Says, “Look for the surprise

behind the tree.”

• Moves game piece backward

when playmate gives

directions

Uses and makes simple

sketches, models, or pictorial

maps to locate objects

• Constructs a map of the play

yard using landscape toys

• Uses a map of the classroom

to ﬁnd the hidden treasure

b. Understands shapes

Not Yet

1 2 3 4 5 6 7 8 9

Matches two identical shapes

• Puts a circular puzzle piece in

the circular space

• Places shapes in a shape-

sorting box

Identiﬁes a few basic shapes

(circle, square, triangle)

• Looks at a wheel and says,

“A circle.”

• Names shape pieces as he

puts them on a shape lotto

card

Describes basic two- and

three-dimensional shapes by

using own words; recognizes

basic shapes when they are

presented in a new orientation

• Says, “It’s a ball ’cause it

rolls.”

• Puts hand in feely box and

says, “It has three sides and

three points. It’s a triangle.”

Shows that shapes remain the

same when they are turned,

ﬂipped, or slid; breaks apart

or combines shapes to create

different shapes and sizes

• Says, “It’s still a triangle no

matter how you turn it.”

• Cuts apart a rectangle to

make two squares

Objectives for Development & Learning

Objective 22 Compares and measures

Not Yet

1 2 3 4 5 6 7 8 9

Makes simple comparisons

between two objects

• Pours sand or water from one

container to another

• Indicates which ball is bigger

when shown a tennis ball and

a beach ball

Compares and orders a small

set of objects as appropriate

according to size, length,

weight, area, or volume; knows

usual sequence of basic daily

events and a few ordinal

numbers

• Puts blocks side by side in

order of length

• Says, “We go outside after

lunch.”

• Lays two short blocks on top

of a long block to see if it’s

the same length

• Responds, “You’re second to

use the computer.”

Uses multiples of the same

unit to measure; uses

numbers to compare; knows

the purpose of standard

measuring tools

• Measures by using paper

clips, cubes, string, hands,

feet or other objects

• Measures block tower with

linking cubes and says, “I

made mine ﬁfteen cubes

high!!”

• Stands on scale while

pretending to be in a doctor’s

ofﬁce

Uses measurement words and

some standard measurement

tools accurately; uses ordinal

numbers from ﬁrst to tenth

• Says, “We need two cups of

ﬂour and one cup of salt to

make dough.”

• Says, “If I add three more tiles

to this side of the scale, they’ll

be the same.”

• Looks at the clock and says,

“It’s 12 o’clock. It’s time for

lunch.”

Objective 23 Demonstrates knowledge of patterns

Not Yet

1 2 3 4 5 6 7 8 9

Shows interest in simple

patterns in everyday life

• Notices that a special song is

played whenever it is time to

clean up

• Points to the tiles in the

bathroom and says, “They go

this way, that way, this way,

that way.”

Copies simple repeating

patterns

• Beats a drum as the teacher

does, e.g., loud, soft; loud,

soft; loud, soft; etc.

• Strings beads as her friend

does, e.g., red, blue, blue; red,

blue, blue; red, blue, blue; etc.

Extends and creates simple

repeating patterns

• Makes a repeating movement

pattern, e.g., stomp, stomp,

clap, clap; stomp, stomp,

clap, clap; etc.

• When shown pattern of cubes,

e.g., red, blue, blue, red; red,

blue, blue, red; etc., adds to it

correctly

Recognizes, creates, and

explains more complex

repeating and simple growing

patterns

• Describes even numbers, e.g.,

2, 4, 6, 8, etc., as “skipping”

every other number on a

100’s chart

• Says, “If I add one to three,

it’s the next number: four. If I

add one to four, it’s the next

number: ﬁve.”

• Extends a growing pattern

by adding one cube like

a staircase, e.g., 1 cube, 2

cubes, 3 cubes, 4 cubes, etc.

Objectives for Development & Learning

Objective 37 Demonstrates progress in listening to and understanding English

1 2

Beginning

3 4

Progressing

5 6

Increasing

7 8

Advancing

Observes others as they converse

in English during play or other

small-group experiences; may

engage in similar activities by

imitating behavior; attends to

oral use of English

• Moves closer to the dramatic

play area to watch a small group

of children

• Sits across from two children

who are stringing beads and

talking, and begins stringing

beads, too

• Watches another child hold up

a cup to request milk and does

the same

• Participates by doing hand

movements while other children

and the teacher sing in the new

language

Responds to common English

words and phrases when they

are accompanied by gestures or

other visual aids

• Joins a group in the block area

when one child motions with a

hand to come, and says, “Come

play.”

• Goes to the sink when the

teacher says it is time to

brush teeth and pantomimes

toothbrushing

• Nods when classmate says,

“Hello.”

• Sits by the teacher when she

holds up a book and asks,

“Would you like to read a book?”

Responds to words and phrases

in English when they are not

accompanied by gestures or other

visual aids

• Goes to table when teacher says,

“It’s lunchtime. Take your seats

at the tables.”

• Puts the caps on the markers

and then puts the markers on the

shelf when reminded

• Points to ear when asked,

“Where’s your ear?”

• Picks up a car from a group of

toys when asked, “Where’s the

car?”

• Picks up the puzzle with the

puppy on it when another child

says, “Let’s do the puppy puzzle

together.”

Understands increasingly

complex English phrases used by

adults and children

• Responds by putting the correct

block where directed when

another child says, “Hey, put

that square block over there by

the horse to make the fence.”

• Points to the correct piece when

the teacher asks, “Which circle

is the biggest?”

• Touches the car at the top of the

tallest ramp when the teacher

asks, “Which car do you think

will roll the fastest?”

Objective 38 Demonstrates progress in speaking English

1 2

Beginning

3 4

Progressing

5 6

Increasing

7 8

Advancing

Repeats sounds and words in

English, sometimes very quietly

• Mouths the words of a song

during circle time

• Echoes a word or phrase, e.g.,

says, “Monkey,” while group

chants “Five Little Monkeys

Jumping on the Bed”

• After teacher says, “Up,” child

repeats, “Up.”

• Repeats, “Mil, mil, mil,” after the

teacher asks, “Would you like

more milk?”

Uses a few socially interactive

terms in English appropriately;

uses one or two words in English

to represent a whole idea

• Says , “Hi”; “Lookit”; “My turn”;

and “Stopit.”

• Hears someone nearby say,

“Be careful!” and repeats

phrase as a warning in a similar

situation later

• Points at snack basket and says,

“More crackers.”

• Looks out the window and says,

“Go outside.”

• Says, “No, mine,” when another

child takes her toy truck

Develops multiword phrases by

using socially interactive terms

in English; adds new words to

the phrase

• Says, “I do a ice cream”; “I want

my mommy”; and “Lookit this,

Teacher.”

• Says, “How you do this ﬂower?”

• Says, “Big. I gotta big.”

• Says, “How do you gonna

make dese?”

Uses increasingly complex

grammar in English; makes

some mistakes typical of young

children

• Develops entire sentences, e.g.,

“The door is a square,” and “The

house has a lot of windows.”

• Uses questions and negatives,

e.g., “Your name is what?” and

“You no my mommy.”

• Uses past and future tenses, e.g.,

“I goed to the park,” and “I’ll

get it.”

• Interacts in elaborate play

schemes, “I be the mommy and

you be the baby. Here’s your

bottle, Baby.”