Grade K1

Domain: Approaches to Learning

Domain: Social and Emotional Development

Domain: Language and Communication

Domain: Literacy

Domain: Mathematics Development

Domain: Scientific Reasoning

Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION

SUB-DOMAIN: COGNITIVE SELF-REGULATION

SUB-DOMAIN: INITIATIVE AND CURIOSITY

SUB-DOMAIN: CREATIVITY

SUB-DOMAIN: RELATIONSHIPS WITH ADULTS

SUBDOMAIN: RELATIONSHIPS WITH OTHER CHILDREN

SUB-DOMAIN: EMOTIONAL FUNCTIONING

SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING

SUB-DOMAIN: ATTENDING AND UNDERSTANDING

SUB-DOMAIN: COMMUNICATING AND SPEAKING

SUB-DOMAIN: VOCABULARY

SUB-DOMAIN: PHONOLOGICAL AWARENESS

SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE

SUB-DOMAIN: COMPREHENSIO N AND STRUCTURE

SUB-DOMAIN: WRITING

SUB-DOMAIN: COUNTING AND CARDINALITY

SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING

SUB-DOMAIN: MEASUREMENT

SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE

SUB-DOMAIN: MATHEMATICS DEVELOPMENT

SUB-DOMAIN: SCIENTIFIC INQUIRY

SUB-DOMAIN: SCIENTIFIC INQUIRY

SUB-DOMAIN: GROSS MOTOR

SUB-DOMAIN: FINE MOTOR

SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION

Child manages emotions with increasing independence.

Child follows classroom rules and routines with increasing independence.

Child appropriately handles and takes care of classroom materials.

Child manages actions, words, and behavior with increasing independence.

Child demonstrates an increasing ability to control impulses.

Child maintains focus and sustains attentions wiht minimal adult support.

Child persists in tasks.

Child holds information in mind and manipulates it to perform tasks.

Child demonstrates flexibility in thinking and behavior.

Child demonstrates initiative and independence.

Child shows interest in and curiosuty about the world around them.

Child expresses creativity in thinking and communication.

Child uses imagination in play and interaction with others.

Child engages in and maintains positive relationships and interactions with adults.

Child engages in prosocial and cooperative behavior with adults.

Child engages in and maintains positive interactions and relationships with other children.

Child engages in cooperative play with other children.

Child uses basic problem-solving skills to resolve conflicts with other children.

Child expresses a broad range of emotions and recognizes these emotions in self and others.

Child expresses care and concern toward others.

Child manages emotions with increasing independence.

Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests.

Child expresses confidence in own skills and positive feelings about self.

Child has sense of belonging to family, community, and other groups.

Child attends to communication and language from others.

Child understands and responds to increasingly complex communication and language from others.

Child varies the amount of information provided to meet the demands of the situation.

Child understands, follows, and uses appropriate social and conversational rules.

Child expresses self in increasingly long, detailed, and sophisticated ways.

Child understands and uses a wide variety of words for a variety of purposes.

Child shows understanding of word categories and relationships among words.

Child demonstrates awareness that spoken language is composed of smaller segments of sound.

Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).

Child identifies letters of the alphabet and produces correct sounds associated with letters.

Child demonstrates an understanding of narrative structure through storytelling/re-telling.

Child asks and answers questions about a book that was read aloud.

Child writes for a variety of purposes using increasingly sophisticated marks.

Child knows number names and the count sequence.

Child recognizes the number of objects in a small set.

Child understands the relationship between numbers and quantities.

Child compares numbers.

Child associates a quantity with written numerals up to 5 and begins to write numbers.

Child understands addition as adding to and understands subtraction as taking away from.

Child understands simple patterns.

Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons.

Child identifies, describes, compares, and composes shapes.

Child explores the positions of objects in space.

Child observes and describes observable phenomena (objects, materials, organisms, and events).

Child engages in scientific talk.

Child compares and categorizes observable phenomena.

Child asks a question, gathers information, and makes predictions.

Child plans and conducts investigations and experiments.

Child analyzes results, draws conclusions, and communicates results.

Child demonstrates control, strength, and coordination of large muscles.

Child uses perceptual information to guide motions and interactions with objects and other people.

Child demonstrates increasing control, strength, and coordination of small muscles.

Child demonstrates personal hygiene and self-care skills.

Child develops knowledge and skills that help promote nutritious food choices and eating habits.

Child demonstrates knowledge of personal safety practices and routines.

Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions.

Expresses emotions in ways that are appropriate to the situation.

Looks for adult assistance when emotions are most intense.

Uses a range of coping strategies to manage emotions with support of an adult, such as using words or taking deep breaths.

Follows simple rules and routines with assistance from adults, such as hanging up their coat or sitting at the table when asked by adult.

Demonstrates awareness of classroom rules when asked as is able to follow these rules most of the time.

Follows most of classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time.

Responds to signals when transitioning from one activity to another.

Handles classroom materials, such as putting them where they belong, with adult support.

Appropriately handles materials during activities.

Cleans up and puts materials away appropriately, such as places blocks back on correct shelf or places markes in the correct bin.

Manages own actions, words, and behavior with frequent support from adults, such as reminders to use gentle touches and friendly words.

Demonstrates control over actions and words in response to a challenging situation, such as wanting to use the same materials as another child, or frustration over not being able to climb to the top of the structure. May need support from adults.

Manages behavior according to expectations, such as using quiet feet when asked or sitting on the rug during circle time.

Waits for turn, such as waits in line to wash hands or waits for turn on swing.

Refrains from aggressive behavior towards others.

Begins to understand the consequences of behavior, such as hitting leads to an adult giving you quiet time. Can describe the effect their behavior may have on others, such as noticing that another child feels sad when you hit him.

Frequently engages in impulsive behaviors, but inhibits them when directly supported by an adult.

Stops an engaging activity to transition to another less desirable activity with adult guidance and support.

Delays having desires met, such as agreeing to wait turn to start an activity.

Without adult reminders, waits to communicate information to a group.

Refrains from responding impulsively, such as waiting to be called on during group discussion or requesting materials rather than grabbing them.

With adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions.

Maintains focus on activities for extended periods of times, such as 15 minutes or more.

Engages in purposedul play for extended periods of time.

Attends to adult during large and small group activities with minimal support.

Persists on preferred tasks when presented with small challenges with or without adult support, such as continuing to try to build a tall tower with blocks, even when some pieces fall.

Completes tasks that are challenging or less preferred despite frustration, either by persisting independently or seeking help from an adult or other child.

Returns with focus to an acitivity or project after having been away from it.

Holds small amounts of information in mind, such as two-step directions, to successfully complete simple tasks.

Accurately recounts recent experiences in the correct order and includes relevant details.

Successfully follows detailed, multi-step directions, sometimes with reminders.

Remembers actions to go with stories or songs shortly after being taught.

Demonstrates flexibility, or the ability to switch gears, in thinking and behavior when prompted by an adult, such as trying a new way to climb a structure when the first attempt does not work.

Tries different strategies to complete work or solve problems including with other children.

Applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet.

Transitions between activities without getting upset.

Regularly shows initiative, particularly in interactions with familiar adults. Works independently for brief periods of time without adult prompting.

Engages in independent activities.

Makes choices and communicates these to adults and other children.

Independently identifies and seeks things to complete activities or tasks, such as gathering art supplies to make a mask or gathering cards to play a matching activity.

Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating appropriate scenarios to be enacted.

Seeks out new information and explores new play and tasks with adult support.

Asks questions and seeks new information.

Is willing to participate in new activities or experiences even if they are perceived as challenging.

Demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities.

Responds to adults' prompts to express creative ideas in words and/or actions.

Asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity.

Approaches tasks, activities, and play in ways that show creative problem solving.

Uses multiple means of communication to creatively express thoughts, feelings, or ideas.

Child uses imagination in play and other creative works. Begins to communicate creative ideas to other children and adults.

Engages in social and pretend play.

Uses imagination with materials to create stories or works of art.

Uses objects or materials to represent something else during play, such as using paper plate of Frisbee as a steering wheel.

Engages in positive interactions with adults, such as by demonstrating affection or taling about ideas. Is able to separate from trusted adults when in familiar settings. Uses adults as a resource to solve problems.

Interacts readily with trusted adults.

Engages in some positive interactions with less familiar adults, such as parent volunteers.

Shows affection and preference for adults who interact with them on a regular basis.

Seeks help from adults when needed.

Sometimes engages in prosocial behavior with adults, such as greeting the teacher or saying goodbye, and responds to adult requests and directions that may include assistance or prompting. Sometimes demonstrates uncooperative behavior with familiar adults, such as saying "No" to requests but these moments are typically resolves with support from adults.

Engages in a prosocial behaviors with adults, such as using respectful language or greetings.

Attends to an adult when asked.

Follows adult guidelines and expectations for appropriate behavior.

Asks or waits for adult perission before doing something when they are unsure.

Sometimes engages in and maintains interactions with other children without support from an adult, or demonstrates skills in doing this when prompted by an adult. May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations, or may engage in these with prompting from adults.

Engages in and maintains positive interactions with other children.

Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy.

Takes turns in conversations and interactions with other children.

Develops friendships with one or two preferred other children.

Often plays cooperatively with other children. For at least short periods during this play, works with other children to plan and enact this play in a coordinated way.

Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time.

Demonstrates willingness to include others’ ideas during interactions and play.

Shows enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter.

Engages in reflection and conversation about past play experiences.

Begins to recognize and describe social problems. Suggests solutions to conflicts with adult guidance and support.

Recognizes and describes basic social problems in books or pictures, such as both children wanting the same toy, and during interactions with other children, such as “Why do you think your friend might be sad?”

Uses basic strategies for dealing with common conflicts, such as sharing, taking turns, and compromising.

Expresses feelings, needs, and opinions in conflict situations.

Seeks adult help when needed to resolve conflicts.

Expresses a broad range of emotions across contexts, such as during play and in interactions with adults. Notices when strong emotions are exhibited by others and begins to use words to describe some of these emotions, such as happy, sad, or mad.

Recognizes and labels basic emotions in books or photographs.

Uses words to describe own feelings.

Uses words to describe the feelings of adults or other children.

Often pays attention when others are distressed, but attention and response to this distress may be brief. May seek out adult support to help another child who is distressed.

Makes empathetic statements to adults or other children.

Offers support to adults or other children who are distressed.

Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions.

Expresses feelings in ways that are appropriate to the situation.

Looks for adult assistance when feelings are most intense.

Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking a deep breath.

Describes own physical characteristics and behaviors and indicates likes and dislikes when asked.

Describes self using several different characteristics.

Demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture.

Expresses enjoyment in accomplishing daily routines and new skills and may draw adult attention to these accomplishments. May share own ideas or express positive feelings about self, particularly when prompted by an adult.

Shows satisfaction or seeks acknowledgment when completing a task or solving a problem.

Expresses own ideas or beliefs in group contexts or in interactions with others.

Uses positive words to describe self, such as kind or hard-worker.

Communicates feeling a sense of belonging to family and an emerging sense of connections to other communities through words or other forms of expression, such as drawing a picture of their family or sharing a special object related to their cultural heritage.

Identifies self as being a part of different groups, such as family, community, culture, faith, or preschool.

Relates personal stories about being a part of different groups.

Identifies similarities and differences about self across familiar environments and settings.

Shows acknowledgment of comments or questions and is able to attend to conversations, either spoken or signed.

Uses verbal and non-verbal signals appropriately to acknowledge the comments or questions of others.

Shows ongoing connection to a conversation, group discussion, or presentation.

Understands and responds (verbally and non-verbally) to increasingly longer sentences, simple questions, and simple stories.

Shows an ability to recall (in order) multiple step directions.

Demonstrates understanding of a variety of question types, such as “Yes/No?” or “Who/What/When/Where?” or “How/ Why?”

Shows understanding of a variety of sentence types, such as multi-clause, cause-effect, sequential order, or if-then.

Shows an understanding of talk related to the past or future.

Shows understanding, such as nodding or gestures, in response to the content of books read aloud, stories that are told, or lengthy explanations given on a topic. Children who are DLLs may demonstrate more complex communication and language in their home language than in English.

Uses language, spoken or sign, for different purposes and is sometimes able to provide sufficient detail to get needs met from a variety of adults.

Usually provides sufficient detail in order to get needs met, such as explaining a point of difficulty in a task or sharing a request from home with the teacher.

Uses language, spoken or sign, to clarify a word or statement when misunderstood.

Children who are DLLs may switch between their languages.

Engages in conversations with adults, other children, or within the group setting lasting 2–3 conversational turns, and, with support, will sometimes use appropriate tone and volume for different situations.

Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement.

With increasing independence, matches the tone and volume of expression to the content and social situation, such as by using a whisper to tell a secret.

Communicates clearly enough to be understood by familiar adults, but may make some pronunciation and grammatical errors. Typically uses 3–5 word phrases/sentences when communicating. With some prompting, can offer multiple (2–3) pieces of information on a single topic.

Communicates clearly enough to be understood by adults across a range of situations. Pronunciation errors and grammatical errors are isolated and infrequent. Shows proficiency with prepositions, regular/irregular past tense, possessives, and noun-verb agreement.

Typically, uses complete sentences of more than 5 words with complex structures, such as sentences involving sequence and causal relations.

Can produce and organize multiple sentences on a topic, such as giving directions or telling a story, including information about the past or present or things not physically present, and answer a variety of question types.

Shows a rapid increase in acquisition of new vocabulary words that describe actions, emotions, things, or ideas that are meaningful within the everyday environment. Uses new vocabulary words to describe relations among things or ideas. Shows repetition of new words offered by adults.

Demonstrates the use of multiple (2–3) new words or signs a day during play and other activities.

Shows recognition of and/or familiarity with key domain-specific words heard during reading or discussions.

With multiple exposures, uses new domain-specific vocabulary during activities, such as using the word “cocoon” when learning about the lifecycle of caterpillars, or “cylinder” when learning about 3-D shapes.

With support, forms guesses about the meaning of new words from context clues.

Typically uses known words in the correct context and, with support, shows an emerging understanding of how words are related to broader categories, such as sorting things by color.

Categorizes words or objects, such as sorting a hard hat, machines, and tools into the construction group, or giving many examples of farm animals.

Discusses new words in relation to known words and word categories, such as “It fell to the bottom when it sank” or “When you hop it’s like jumping on one leg” or “The bear and fox are both wild animals.”

Identifies shared characteristics among people, places, things, or actions, such as identifying that both cats and dogs are furry and have four legs.

Identifies key common antonyms, such as black/white or up/down. Identifies 1–2 synonyms for very familiar words, such as glad or happy.

Shows an ability to distinguish similar words, such as “I don’t like it, I love it!” or “It’s more than tall, it’s gigantic” or “It’s so cold, it’s frosty.”

Shows rote imitation and enjoyment of rhyme and alliteration. With support, distinguishes when two words rhyme and when two words begin with the same sound.

Provides one or more words that rhyme with a single given target, such as “What rhymes with log?”

Produces the beginning sound in a spoken word, such as “Dog begins with /d/.”

Provides a word that fits with a group of words sharing an initial sound, with adult support, such as “Sock, Sara, and song all start with the /s/ sound. What else starts with the /s/ sound?”

Distinguishes print from pictures and shows an understanding that print is something meaningful, such as asking an adult “What does this say?” or “Read this.”

Understands that print is organized differently for different purposes, such as a note, list, or storybook.

Understands that written words are made up of a group of individual letters.

Begins to point to single-syllable words while reading simple, memorized texts.

Identifies book parts and features, such as the front, back, title, and author.

Shows an awareness of alphabet letters, such as singing the ABC song, recognizing letters from one’s name, or naming some letters that are encountered often.

Names 18 upper- and 15 lower-case letters.

Knows the sounds associated with several letters.

With support, may be able to tell one or two key events from a story or may act out a story with pictures or props.

Re-tells or acts out a story that was read, putting events in the appropriate sequence, and demonstrating more sophisticated understanding of how events relate, such as cause and effect relationships.

Tells fictional or personal stories using a sequence of at least 2–3 connected events.

Identifies characters and main events in books and stories.

Can answer basic questions about likes or dislikes in a book or story. Asks and answers questions about main characters or events in a familiar story. With modeling and support, makes predictions about events that might happen next.

Answers questions about details of a story with increasingly specific information, such as when asked “Who was Mary?” responds “She was the girl who was riding the horse and then got hurt.”

Answers increasingly complex inferential questions that require making predictions based on multiple pieces of information from the story; inferring characters’ feelings or intentions; or providing evaluations of judgments that are grounded in the text.

Provides a summary of a story, highlighting a number of the key ideas in the story and how they relate.

Engages in writing activities that consist largely of drawing and scribbling. Begins to convey meaning. With modeling and support, writes some letter-like forms and letters.

Creates a variety of written products that may or may not phonetically relate to intended messages.

Shows an interest in copying simple words posted in the classroom.

Attempts to independently write some words using invented spelling, such as K for kite.

Writes first name correctly or close to correctly.

Writes (draws, illustrates) for a variety of purposes and demonstrates evidence of many aspects of print conventions, such as creating a book that moves left to right.

Says or signs some number words in sequence (up to 10), starting with one. Understands that counting words are separate words, such as “one,” “two,” “three” versus “onetwothree”.

Counts verbally or signs to at least 20 by ones.

Develops an understanding of what whole numbers mean. Begins to recognize the number of small objects in groups without counting (referred to as “subitizing”).

Instantly recognizes, without counting, small quantities of up to 5 objects and says or signs the number.

Begins to coordinate verbal counting with objects by pointing to or moving objects for small groups of objects laid in a line (referred to as one-to-one correspondence). Begins to understand that the last number represents how many objects are in a group (referred to as “cardinality”).

When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10.

Counts and answers “How many?” questions for approximately 10 objects.

Accurately counts as many as 5 objects in a scattered configuration.

Understands that each successive number name refers to a quantity that is one larger.

Understands that the last number said represents the number of objects in a set.

Begins to accurately count and compare objects that are about the same size and are in small groups with adult assistance, such as counts a pile of 2 blocks and a pile of 4, and determines whether the piles have the same or different numbers of blocks. Identifies the first and second objects in a sequence.

Identifies whether the number of objects in one group is more than, less than, or the same as objects in another group for up to at least five objects.

Identifies and uses numbers related to order or position from first to tenth.

Begins to understand that a written numeral represents a quantity and may draw objects or use informal symbols to represent numbers.

Associates a number of objects with a written numeral 0–5.

Recognizes and, with support, writes some numerals up to 10.

Represents addition and subtraction in different ways, such as with fingers, objects, and drawings.

Begins to add and subtract very small collections of objects with adult support. For example, the teacher says, “You have 3 grapes and get 1 more. How many in all?” Child counts out 3, then counts out 1 more, then counts all 4: “1, 2, 3, 4. I have 4!”

With adult assistance, begins to use counting on from the larger number for addition. For example, when adding a group of 3 and a group of 2, counts “One, two, three…” and then counts on “Four, five!” (keeping track with fingers). When counting back for subtraction such as taking away 3 from 5, counts, “Five, four, three…two!” (keeping track with fingers).

Child understands simple patterns

Recognizes a simple pattern, and with adult assistance, fills in the missing element of a pattern, such as boy, girl, boy, girl, ___, girl. Duplicates and extends ABABAB patterns.

Fills in missing elements of simple patterns.

Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks.

Identifies the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks.

With adult support, begins to understand that attributes can be compared, such as one child can be taller than another child.

Measures using the same unit, such as putting together snap cubes to see how tall a book is.

Compares or orders up to 5 objects based on their measurable attributes, such as height or weight.

Uses comparative language, such as shortest, heavier, or biggest.

Recognizes and names typical circle, square, and sometimes a triangle. With adult support, matches some shapes that are different sizes and orientations

Names and describes shapes in terms of length of sides, number of sides, and number of angles.

Correctly names basic shapes regardless of size and orientation.

Analyzes, compares and sorts twoand three-dimensional shapes and objects in different sizes. Describes their similarities, differences, and other attributes, such as size and shape.

Creates and builds shapes from components.

Begins to understand spatial vocabulary. With adult support, follows directions involving their own position in space, such as “Stand up and stretch your arms to the sky.”

Understands and uses language related to directionality, order, and the position of objects, including up/down, and in front/behind.

Correctly follows directions involving their own position in space, such as “Stand up” and “Move forward.”

Uses the five senses to observe objects, materials, organisms, and events. Provides simple verbal or signed descriptions. With adult support, represents observable phenomena, such as draws a picture.

Identifies the five senses (smell, touch, sight, sound, taste) and uses them to make observations.

Uses observational tools to extend the five senses, such as a magnifying glass, microscope, binoculars, or stethoscope.

Describes observable phenomena using adjectives and labels, such as lemons taste sour and play dough feels sticky.

Represents observable phenomena with pictures, diagrams, and 3-D models.

Begins to use scientific vocabulary words with modeling and support from an adult. Sometimes repeats new words offered by adults.

Uses scientific practice words or signs, such as observe, describe, compare, contrast, question, predict, experiment, reflect, cooperate, or measure.

Uses scientific content words when investigating and describing observable phenomena, such as parts of a plant, animal, or object.

Sorts objects into groups based on simple attributes, such as color. With support, uses measurement tools to quantify similarities and differences of observable phenomena, such as when a child scoops sand into two containers and with adult assistance, determines which container holds more scoops.

Categorizes by sorting observable phenomena into groups based on attributes such as appearance, weight, function, ability, texture, odor, and sound.

Uses measurement tools, such as a ruler, balance scale, eye dropper, unit blocks, thermometer, or measuring cup, to quantify similarities and differences of observable phenomena.

Asks simple questions. Uses adults as primary resources to gather information about questions. With adult support and modeling, makes simple predictions, such as “I think that the golf ball will be heavier than the ping pong ball.”

Asks questions that can be answered through an investigation, such as “What do plants need to grow?” or “What countries do the children in our class come from?”

Gathers information about a question by looking at books or discussing prior knowledge and observations.

Makes predictions and brainstorms solutions based on background knowledge and experiences, such as “I think that plants need water to grow.” or “I think adding yellow paint to purple will make brown.”

With adult support, engages in simple investigations and experiments, such as building a “bridge” out of classroom materials and seeing how many dolls it will hold before it collapses. Records data with teacher assistance, mostly using pictures and marks on a page.

Articulates steps to be taken and lists materials needed for an investigation or experiment.

Implements steps and uses materials to explore testable questions, such as “Do plants need water to grow?” by planting seeds and giving water to some but not to others.

Uses senses and simple tools to observe, gather, and record data, such as gathering data on where children’s families are from and creating a graph that shows the number of children from different countries.

With adult assistance, analyzes and interprets data. Draws conclusions and provides simple descriptions of results. For example, an adult suggests counting how many dolls can be supported by a bridge before it breaks and along with the children counts, “One, two, three dolls. What happened when we put on the next doll?” A child says, “The bridge broke!”

Analyzes and interprets data and summarizes results of investigation.

Draws conclusions, constructs explanations, and verbalizes cause and effect relationships.

With adult support, compares results to initial prediction and offers evidence as to why they do or do not work. Generates new testable questions based on results.

Communicates results, solutions, and conclusions through a variety of methods, such as telling an adult that plants need water to grow or putting dots on a map that show the number of children from each country.

Balances, such as on one leg or a beam, for short periods with some assistance. Performs some skills, such as jumping for height and hopping, but these skills may not be consistently demonstrated. Engages in physical activity that requires strength and stamina for at least brief periods.

Demonstrates balance in large-muscle movement, such as walking on a log without falling or balancing on one leg.

Performs activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, or dancing to music.

Demonstrates strength and stamina that allow for participation in a range of physical activities, such as running around playing tag.

Somewhat aware of own body, space, and relationship to other objects. May have difficulty consistently coordinating motions and interactions with objects and other people.

Demonstrates awareness of own body and other people’s space during interactions.

Moves body in relation to objects to effectively perform tasks, such as moving body in position to kick a ball.

When asked, can move own body in front of, to the side, or behind something or someone else, such as getting in line with other children.

Changes directions when moving with little difficulty.

Performs simple hand-eye tasks, such as drawing simple shapes like circles and cutting paper with scissors. May demonstrate limited precision and control in more complex tasks.

Easily coordinates hand and eye movements to carry out tasks, such as working on puzzles or stringing beads together.

Uses a pincer grip to hold and manipulate tools for writing, drawing, and painting.

Uses coordinated movements to complete complex tasks, such as cutting along a line, pouring, or buttoning.

Shows an awareness of personal hygiene and self-care skills, such as telling an adult it is important to wash hands before eating. May not complete or exhibit these skills regularly without adult guidance and supervision.

Washes hands with soap and water. Knows to do this before eating, after using the bathroom, or after blowing nose.

Demonstrates increasing ability to take responsibility for participating in personal self-care skills, such as brushing teeth or getting dressed.

Demonstrates a basic knowledge of the role of foods and nutrition in healthy development. Often requires adult guidance and supervision to make healthy eating choices.

Identifies a variety of healthy and unhealthy foods.

Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy.

Moderates food consumption based on awareness of own hunger and fullness.

Shows awareness of a growing number of personal safety practices and routines. Looks to adults for support in enacting these.

Identifies, avoids, and alerts others to danger, such as keeping a safe distance from swings.

Identifies and follows basic safety rules with adult guidance and support, such as transportation and street safety practices.