Early Learning Standards Kindergarten 2016

Pennsylvania Learning Standards
for Early Childhood
KINDERGARTEN
Office of Child Development

and Early Learning
2016
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
The Learning Standards Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Learning Standards for Early Childhood Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
KEY LEARNING AREA: Approaches to Learning through Play – Constructing, Organizing, and
Applying Knowledge
Standard Area AL.1: Constructing and Gathering Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Standard Area AL.2: Organizing and Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Standard Area AL.3: Applying Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Standard Area AL.4: Learning through Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Approaches to Learning Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
KEY LEARNING AREA: Language and Literacy Development – English Language Arts
Standard Area 1.1: Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Standard Area 1.2: Reading Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Standard Area 1.3: Reading Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Standard Area 1.4: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Standard Area 1.5: Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Language and Literacy Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
KEY LEARNING AREA: Mathematical Thinking and Expression – Exploring, Processing, and
Problem-Solving
Standard Area 2.1: Numbers and Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Standard Area 2.2: Algebraic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Standard Area 2.3: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Standard Area 2.4: Measurement, Data, and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Mathematical Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
KEY LEARNING AREA: Scientific Thinking and Technology – Exploring, Scientific Inquiry, and
Discovery
Standard Area 3.1A: Biological Sciences – Living and Nonliving Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Standard Area 3.1B: Biological Sciences – Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Standard Area 3.1C: Biological Sciences – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Standard Area 3.2A: Physical Sciences – Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Standard Area 3.2B: Physical Sciences – Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Standard Area 3.3A: Earth and Space Sciences – Earth Structures, Processes, and Cycles . . . . . . . . . . . . . . . . .52
Standard Area 3.3B: Earth and Space Sciences – Origin and Evolution of the Universe . . . . . . . . . . . . . . . . . . . .54
Standard Area 4.1: Environment and Ecology – Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Standard Area 4.2: Environment and Ecology – Watersheds and Wetlands . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Standard Area 4.3: Environment and Ecology – Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Standard Area 4.4: Environment and Ecology – Agriculture and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Standard Area 4.5: Environment and Ecology – Humans and the Environment . . . . . . . . . . . . . . . . . . . . . . . .58
Standard Area 15.4: Computer and Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Scientific Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Environment and Ecology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Computer and Information Technology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
2
KEY LEARNING AREA: Social Studies Thinking – Connecting to Communities

Standard Area 5.1: Civics and Government – Principles and Documents of Government . . . . . . . . . . . . . . . . . 64
Standard Area 5.2: Civics and Government – Rights and Responsibilities of Citizenship . . . . . . . . . . . . . . . . . . 65
Standard Area 5.3: Civics and Government – How Government Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Standard Area 5.4: Civics and Government – How International Relationships Function . . . . . . . . . . . . . . . . . 67
Standard Area 6.1: Economics – Scarcity and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Standard Area 6.2: Economics – Markets and Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Standard Area 6.3: Economics – Functions of Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Standard Area 6.4: Economics – Economic Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Standard Area 6.5: Economics – Income, Profit, and Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Standard Area 7.1: Geography – Basic Geographic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Standard Area 7.2: Geography – Physical Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72
Standard Area 7.3: Geography – Human Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72
Standard Area 7.4: Geography – Interactions Between People and the Environment . . . . . . . . . . . . . . . . . . . . 72
Standard Area 8.1: History – Historical Analysis and Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Standard Area 8.2: History – Pennsylvania History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Standard Area 8.3: History – United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Standard Area 8.4: History – World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Social Studies Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
KEY LEARNING AREA: Creative Thinking and Expression – Communicating through the Arts
Standard Area 9.1.M: Production and Performance – Music and Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Standard Area 9.1.D: Production and Performance – Dramatic and Performance Play . . . . . . . . . . . . . . . . . . . 79
Standard Area 9.1.V: Production and Performance – Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Standard Area 9.2: Historical and Cultural Context of Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Standard Area 9.3: Critical Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Standard Area 9.4: Aesthetic Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Creative Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
KEY LEARNING AREA: Health, Wellness, and Physical Development – Learning About My Body
Standard Area 10.1: Concepts of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Standard Area 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Standard Area 10.3: Safety and Injury Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Standard Area 10.4: Physical Activity – Gross Motor Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Standard Area 10.5: Concepts, Principles, and Strategies of Movement – Fine Motor Coordination . . . . . . . . . . 89
Health, Wellness, and Physical Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
KEY LEARNING AREA: Social and Emotional Development – Student Interpersonal Skills
Standard Area 16.1: Self-Awareness and Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Standard Area 16.2: Establishing and Maintaining Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Standard Area 16.3: Decision-Making and Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
KEY LEARNING AREA: Partnerships for Learning – Families, Schools, and Communities
Standard 1: Families are supported and connected to community resources . . . . . . . . . . . . . . . . . . . . . 99
Standard 2: School communities and families build partnerships that are affirming,
reciprocal, and respectful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Standard 3: Families have the knowledge and understanding to encourage and support
their students’ learning and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Standard 4: Family members have support from other families, empowering and
strengthening the entire school community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Standard 5: Families are supported by the school community to develop and use
leadership and advocacy skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Standard 6: Families are supported in times of transition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
3
Learning Standards Development
Pennsylvania Learning Standards for Early Childhood were originally constructed as a joint project of the
Departments of Education and Human Services . The Office of Child Development and Early Learning in col-
laboration with the Office of Elementary and Secondary Education have overseen revisions to the standards .
Each set of standards has been formulated with help and guidance from practitioners and program special-
ists who represented early childhood programs, school districts, higher education, family leaders, policy
analysts, and researchers . A group of Pennsylvania educators, in conjunction with the Office of Child Devel-
opment and Early Learning, created a set of Pennsylvania Core Standards beginning with Pre-Kindergarten .
The Pennsylvania Core Standards start in Pre-Kindergarten and continue through 12th grade . The Pennsyl-
vania State Board of Education adopted the Pennsylvania Core Standards in March 2014 . The 2014 revisions
include updates related to the Pennsylvania Core Standards; Science, Technology, Engineering, and Math
(STEM) supportive practices; and current research trends .
Learning Standards for Early Childhood are used to:
• Inform professionals about curriculum and assessment
• Guide the selection of instructional materials and the design of interactions/goal setting
• Inform families of appropriate expectations for children
• Provide a common framework for community-based birth–grade 3 alignment work
Learning Standards for Early Childhood are NOT used as:
• A specific curriculum
• A means to prohibit children from moving from one grade or age level to another
• A specific assessment of the competence of children or teachers
INTRODUCTION

C hildren are born with an incredible capacity and desire to
learn . More than 40 years of research confirms the founda-
tional importance of early education and care for children’s
school and life success . It is essential that children’s first experiences
are robust ones, steeped in activities that develop critical thinking and
web-based portal including more information and resources related to
these elements is accessible at www .pdesas .org .
STANDARDS ALIGNED SYSTEM (SAS)
problem-solving skills, a deep understanding about themselves in a
social society, and age-appropriate content .
Instructional practices must embed the domains of development— STANDARDS
cognitive, social-emotional, language, and physical—with approaches
to learning that enable children to explore, understand, and reach
beyond the “here and now” to challenge themselves, experiment, and SAFE AND
transform information into meaningful content and skills . SUPPORTIVE ASSESSMENT
SCHOOLS
Professionals interacting with young children have the critical task of
providing rich information and experiences . Such experiences build
skills and understanding in the context of everyday routines and within STUDENT
intentionally-designed play opportunities that capture children’s inter- ACHIEVEMENT
ests and curiosity . Pennsylvania Learning Standards for Early Child-
hood are designed to support and enhance the learning environment; MATERIALS
responsive relationships; age, cultural, and linguistically-appropriate CURRICULUM
AND
curriculum; and practices being used to assess children, classrooms, FRAMEWORK
RESOURCES
and programs .
The Department of Education and the Office of Child Development and
Early Learning use a Standards Aligned System . The Standards Aligned INSTRUCTION
System is a collective body of research that identifies six elements
which, when used together, provide a framework for program im-
provement and child success . The elements identified are standards,
assessments, curriculum framework, instruction (including interven-
tions), safe and supportive schools, and materials and resources . A
4
1. Standards at birth is supported by research in neuroscience and other develop-
Learning standards provide the framework for learning . They provide mental sciences . This research shows that the basic architecture of a
the foundational information for what children should be able to know child’s brain is constructed through an ongoing process that begins
and do . Pennsylvania Learning Standards for Early Childhood build on before birth and continues through adulthood . Research also confirms
information learned previously, creating a continuum of learning that that the brain is predominantly receptive to learning math and logic
assures consistent and linked learning that begins in infancy, increas- between the ages of 1 and 4, and that early math skills are the most
ing in complexity as it extends through graduation . powerful predictors of later learning . Providing children with oppor-
tunities to have early experiences in STEM supports children in their
Pennsylvania also uses program standards that assure children’s academic growth, develops early critical thinking and reasoning skills,
experiences are being offered in high-quality settings . Pennsylvania’s and enhances later interest in STEM careers . The foundations of STEM
state-funded programs all offer similar sets of standards that provide learning lie in the natural inquiry and exploration of young children,
guidance on program operation that exhibit best practices . as well as intentionally-designed activities which build scientific and
2. Assessments mathematical concepts, and the effective use of available technologies .
Positive interactions early in life, in an environment intentionally
Professionals must use both informal and formal assessments to
designed to provide STEM experiences where children explore, ask
understand children’s progress . In early childhood, formative assess-
questions, and receive support from educators, will help to lay this
ments that provide information about how children are progressing
foundation . Early-learning STEM experiences are based on the Penn-
allow professionals to make adaptations or adjustments in the indi-
sylvania Learning Standards for Early Childhood for infants and
vidualized learning plans for every child . Early childhood professionals
toddlers, prekindergarten, and kindergarten through grade 2 . STEM
observe and assess children using the materials that are found in the
subjects are supported within these standards and are noted by the
learning environment . Professionals must use the information they
symbol throughout the supportive practices . Science, Technology,
have documented during observation, along with information from the
Engineering, and Math are not separate subjects broken down into their
family, to identify goals and next steps for children’s learning .
own time slots . These topics of study are incorporated and encouraged
3. Curriculum framework within all activities throughout the day . In addition, laying this early
A curriculum framework reminds us what information should be foundation will help to bridge the educational gap between birth to age
taught to young children within each of the Key Learning Areas . It 5 and K-12 educational programs .
assures the continuum of learning that begins at birth and continues Interventions
through graduation . Pennsylvania’s curriculum framework includes • Early Childhood Special Education
big ideas, essential questions, concepts, and competencies that further
define the learning standards . Early childhood classrooms should be inclusive ones where children
with disabilities and developmental delays are enjoying learning
4. Instruction including interventions experience alongside their typically developing peers . Professionals
Instruction in the early years often looks different than instruction in may need to adapt or modify the classroom environment, interactions,
the older grades . Learning occurs within the context of play and active and/or materials and equipment to help children with disabilities fully
learning strategies where children are engaged in concrete and hands- participate .
on discovery; experimentation; and interaction with materials, their Pennsylvania Learning Standards for Early Childhood are designed to
peers, and nurturing adults . be used for all children . The content within these standards provides
Professionals help construct knowledge during these active learning the breadth of information from which to create goals and experiences
times by designing activities that build on children’s prior knowledge for all children that will help them reach their highest potential while
to create new understandings and information . Direct instruction capturing their interests and building on what they already know .
should be combined with child-initiated play to produce optimal con- Professionals must emphasize and celebrate all children’s accomplish-
ditions for young children’s learning . Adults become facilitators who ments and focus on what all children can do .
interact with children throughout the day . Adults ask open-ended ques- • English Language Learners/Dual Language Learners
tions that encourage children to think about what comes next . With
this approach, adults support children’s creativity, problem-solving, Children develop language much the same way they acquire other
intuition, and inventiveness (approaches to learning) by challenging skills . Children learn native and second languages using an indi-
and encouraging them . Professionals design focused instruction that vidual style and rate. Differences among English Language Learners/
is based on the identified individual needs of every child and assure Dual Language Learners such as mixing languages or a silent period
these experiences encompass their interests, abilities, and culture . are natural . Each child’s progress in learning English needs to be
respected and viewed as acceptable and part of the ongoing process of
STEM (Science, Technology, Engineering, Math) learning any new skill . Children can demonstrate proficiency in most
STEM (Science, Technology, Engineering, Math) education is an of the standards using their dominant language . Use of home language
intentional, integrative approach to teaching and learning, in which in the classroom environment, and in simple phrases, validates a
students uncover and acquire a comprehensive set of concepts, child’s place in the classroom, encouraging the child to see him/
competencies, and thinking skills of science, technology, engineering, herself as a learner . Working alongside English-speaking adults and
and mathematics that they transfer and apply in both academic and peers in authentic learning experiences which respect home language
real-world contexts . is an effective means of learning English . Similar to all young children,
Education in Science, Technology, Engineering, and Math beginning English Language Learners/Dual Language Learners benefit from use
of visuals, props, and realia (objects from real life used in classroom
5
instruction to improve children’s understanding of other cultures and a program . Classroom assessment instruments that help providers
real life situations) . The skills needed for young English Language assess the arrangement of indoor space, the provision of materials
Learners/Dual Language Learners to become proficient in English and activities, and their development of class schedules are useful in a
are fully embedded in the Pennsylvania Learning Standards for Early sharing best practice implementation and alignment to Pennsylvania
Childhood . Learning Standards for Early Childhood . The academic environment
is the climate set within a program that values and promotes learning
5. Materials and resources
and self-fulfillment . Wellness within a program supports good physical
Every early-learning setting, whether it is in a home atmosphere or and mental health, including the promotion of a proper diet, exercise,
center-based classroom, must be a comfortable, safe, and nurturing and healthy habits .
environment where children can learn through their play . Children
discover and understand science, social studies, and math informa- EARLY CHILDHOOD CONNECTIONS
tion when they actively explore materials and ideas that are guided by High-quality early care and education programs also promote con-
professionals who intentionally design activities that engage children nections that assure children’s school success . Programs that build
in critical thinking and processing . Children also learn about their own relationships with children and families and coordinate their work
abilities and learning styles, how to get along with others, and how to with other early-learning programs and school districts create strong
appreciate others’ contributions in classrooms that include a diverse partnerships for success .
set of materials and experiences .
1. Connections to children
School environments should be linked to a child’s home environment,
incorporating cultural and ethnic materials and children’s home Relationships are the key to successful connections between the adult
language, and provide experiences that are inclusive for all children, and the child . Professionals must take time to know every child, to
regardless of ability, socio-economic status, or family background . understand the way in which each child learns best, and to identify the
Well-designed environments demonstrate a commitment to the whole special talents and skills each child possesses . Adults who work with
child by offering materials and activities that promote social, physi- young children must be students themselves . They must learn about
cal, cognitive, and language learning . Resources provided within the children’s home experiences and culture so they can design learning
Standards Aligned System (SAS) portal include Pennsylvania educator- environments that support the home-school connection and expand
created lesson plans, instructional strategies, digital media resources, prior learning into new knowledge .
and other valuable information . 2. Connections to families
6. Safe and supportive schools Families of young children have much to offer in the learning process .
The safe and supportive schools element found on the Standards When a partnership is formed between professional and family, the
Aligned System portal showcases resources and exemplars that pro- connection has been strengthened, assuring that children receive
mote active child engagement in a safe and positive learning environ- consistent messages about learning and skill development . Families
ment . The three areas of focus within safe and supportive schools are: should be given opportunities to learn about their children’s day at
school, to provide input into the information they want their children
Engagement—Program engagement is essential for child suc- to learn and master, and to understand what they can do at home to
cess and building a positive program climate . Engagement within a enhance the learning experience . To assure effective family engage-
program is a process of events and opportunities that lead to children ment strategies, professionals can reference the Partnerships for
gaining the skills and confidence needed to cope and feel safe within Learning Standards .
their environment . These events and opportunities include relation-
ships, respect for cultural diversity, and family participation . Relation- At-home resources for families such as Kindergarten, Here I Come;
ships are the connection between two or more people or groups and Kindergarten, Here I Am; Learning Is Everywhere; Building Blocks
their involvement with and behavior toward one another . Respect for for Babies; Every Day I Learn through Play; and Recipes for Readi-
diversity shows an understanding, appreciation, and response to differ- ness provide professionals and families tools to share age-appropriate
ences in individuals or groups . Family participation includes the active expectations and to connect learning experiences .
involvement within classroom and school events . Family ethnicity and culture must be interwoven into the life of an
Safety—Program safety refers to the security of the setting and early childhood program and classroom . Professionals must embrace
program-related activities as perceived and experienced by all stake- all children’s heritages and provide activities, materials, and experi-
holders, including families, caregivers, children, school staff, and the ences that help children become aware of and appreciate their own
community . Program safety encompasses both emotional and physical culture while learning about and appreciating the similarities and dif-
safety, and is influenced by positive and negative behaviors of children ferences of others . Families can provide authentic cultural experiences
and staff . Emotional safety focuses on the feeling of connection, com- and resources that support cultural awareness and appreciation . Such
fort, and acceptance within a secure setting . Physical safety ensures opportunities foster family and school relations and partnerships .
children are free from danger or threatening circumstances . Communications with families should be made in the home language .
Professionals in high-quality, early education programs know and
Environment—Program environment refers to the extent to which understand their own attitudes and biases and are culturally sensitive
program settings promote child safety and health . Environment is and supportive of diversity .
inclusive of all aspects of a program—academic components, its
physical and mental health supports and services, and its physical 3. Connections with other early-learning programs
building and location within a community . The physical environment Children and families often have other needs and priorities in addition
looks at the external surrounding and physical conditions within to participation in high-quality early care and education programs .
6
Families may need to coordinate their early care and education 4. Connections for learning
program services with health services or early intervention services, as Young children make learning connections through authentic hands-
well as with their other children’s school experiences . Programs within on experiences . Professionals that allow children time to explore
a community that support families’ single point of contact or help to and discover both inside and outside, optimize children’s capacity to
coordinate services for children demonstrate a strong understanding internalize and generalize content by making their own connections
and respect for families . Providers that reach out to neighborhood to prior knowledge . All children, regardless of age and ability, need
schools to facilitate transition into the public school or who have de- opportunities to engage in practice activities and experiences that are
veloped a working relationship with their intervention provider assure steeped in play . Adults should design learning experiences with con-
linkages that support children’s school readiness and ongoing success . nections among multiple domains . Integrated learning experiences
To assure effective family engagement strategies, professionals can support both content and social and cultural learning .
reference the Partnerships for Learning Standards .
THE LEARNING STANDARDS CONTINUUM

W ithin all Pennsylvania Learning Standards for Early Child-
hood, the Key Learning Areas define the domains or areas
of children’s learning that assure a holistic approach to
instruction . All children, regardless of age and ability, should be ex-
posed to experiences that build their skill development in approaches
and young toddlers may be exploring mathematical estimation as
they interact with materials, but intentional instruction would not be
appropriate for that age . Adults should continue to introduce these
concepts whenever appropriate for the individual child without expec-
tation of mastery .
to learning, social and emotional development, language and literacy Learning Standards for Pre-Kindergarten
development, health wellness and physical development, creative
expression, and the cognitive areas of mathematics, science, and social Professionals will find the skills that pre-kindergarteners (ages three
studies . The Standards within each Key Learning Area provide the to five) are practicing and mastering within the pre-kindergarten
information that children should know and the skills children should standards . Younger preschoolers will be learning the content, while
be able to do when they leave the age level or grade . older children will be mastering the skills and showing proficiency .
Classroom environments, materials, and activities that are developed
Pennsylvania Learning Standards for Early Childhood are connected for this age will be appropriate for both three- and four-year-olds;
through a continuum of learning and link to the 3rd grade academic expectations for mastery will be different .
standards . Some skills will not emerge in a noticeable way until a child
is older . These standards will be intentionally blank or identified as Learning Standards for Kindergarten
emerging . Students who complete kindergarten should demonstrate mastery
Professionals who view children’s skill development across ages and of the skills within the kindergarten standards . This document is
grades will be able to understand the sequential way children learn designed for full-day kindergarten classrooms . Half-day kindergarten
and become familiar with the way in which teachers at higher grade teachers will need to modify the amount of content that is introduced
levels support learning . to children during the kindergarten year, but the cognitive processing
that children must develop and the holistic instruction will remain
AGE GROUPING IN PENNSYLVANIA constant regardless of the length of the kindergarten day .
LEARNING STANDARDS FOR EARLY It is critical that kindergarten instruction occurs through an active
CHILDHOOD learning approach where teachers use differentiated instructional
Learning Standards for Infant-Toddler strategies and focus on learning centers and play as key elements of
the daily schedule . Child-initiated investigation should be predominant
The Infant-Toddler Standards are divided into three age levels: infant with supportive direct instruction in content areas infused through-
(birth through 12 months), young toddler (9 months–27 months), out the day . Kindergarten children should be given opportunities to
and older toddler (24 months through 36 months) . These age divi- develop social and emotional skills, physical skills, and their creative
sions are arbitrary as a means for organizing the content; very young expression within the course of a kindergarten day .
children’s development is uneven and may span two or all three of the
age levels in different Key Areas of Learning . This is reflected by the Learning Standards for Grades 1 and 2
overlap of the age 9 months–27 months in younger toddlers . Students who complete grades 1 and 2 should demonstrate mastery
The Standards in each Key Area of Learning are displayed on an Infant- of the skills within the grades 1 and 2 standards . It is critical that
Toddler continuum with the content within one strand presented grades 1 and 2 instruction occurs through an active learning approach
together . Practitioners can look down each level to determine the skills where teachers use differentiated instructional strategies and focus on
that best match their children’s current development, identifying addi- hands-on experiential learning that is meaningful to young learners .
tional concepts and competencies, and supportive practices to scaffold Child-initiated investigation should be coupled with supportive direct
children’s learning . instruction in content areas infused throughout the day . Students
should be given opportunities to develop social and emotional skills,
When strands include “emerging,” these concepts are beginning to physical skills and their creative expression within the course of a
emerge but are not expected to be mastered . For example, infants typical day .
7
GUIDING PRINCIPLES

H igh-quality early care and education programs offer learning
opportunities that have a significant impact on the success of
all children . A warm, responsive relationship with a highly-
trained teaching staff is foundational . It is expected that teachers will
intentionally integrate developmental knowledge with the attitudes,
skills, and concepts children need to make progress socially and aca-
demically . High-quality early care and education programs maintain
high developmentally achievable expectations for all children using
clear performance standards with a continuous cycle of assessment
understood and used by staff, children, and families .
Children’s learning development and oppor-

tunities are supported when their teachers are
1 High-quality early care and education programs

have a significant impact on children’s future
successes .
6 trained in early childhood development and
education, including professional training and
ongoing professional development, and are
intentional in their relationships and work with
children and families .
Early care and education programs must
2 7
address the individual needs of a diverse
All children can learn and deserve high expecta-
population of children, e .g ., children with
tions that are age-, individually-, and culturally-
special needs, children from diverse cultural
appropriate .
backgrounds, children from all socio-economic
groups .
3 8
Young children learn best when they are able to Early care and education programs are defined
construct knowledge through meaningful play, by a set of comprehensive standards that maxi-
active exploration of the environment, and mize a child’s growth and development across
thoughtfully planned activities . cognitive and non-cognitive domains .
The learning environment for young children
4 9
There must be a system of research-based
should stimulate and engage their curiosity of
assessments that documents children’s growth
the world around them and meet their physical
and development in relationship to a defined set
and emotional needs so that they feel safe and
of standards and is used to inform instruction .
secure .
5 Language and early literacy development must

be supported and integrated throughout all
aspects of early care and education programs .
10 Children’s learning is enhanced when families,
schools, and communities work together .
8
THE LEARNING STANDARDS FOR

EARLY CHILDHOOD FORMAT

Scientific Thinking and Technology

Exploring, Scientific Inquiry, and Discovery KEY LEARNING
AREA – The
domains of
ESSENTIAL QUESTIONS – Linked to the BIG IDEAS and learning that
provides the questions that support children’s inquiry TAG LINE assure child’s
holistic
BIG IDEAS – Describes the information that development
STANDARD AREA – Organizes
children should acquire across all age levels the content within KEY LEARNING
AREAS into smaller topics
3.1 Biological Sciences
BIG IDEAS: Living things have unique characteristics which differ from nonliving things . The characteristics of living things can be
observed and studied .
ESSENTIAL QUESTIONS: In what ways do living and nonliving things differ? What are similarities, differences, and patterns of living
things?
A. LIVING AND NONLIVING ORGANISMS

1. Common Characteristics of Life
Standard Concepts and Competencies Supportive Practices
3.1 K.A.1 The learner will: The adult will:
Recognize the • Sort objects by living and nonliving. • Include live animals and plants along with models, stuffed animals,
difference • Categorize common living things into plastic animals and plants, and pictures/posters in the classroom.
between living plants and animals . • Display worm farms, bird feeders, or ant hills for observation.
and nonliving • Read books about living and nonliving things.
things.
• Set up a science table or exploration area, stock with both living and
nonliving things .
STRAND
CONCEPTS AND COMPETENCIES – Skills that SUPPORTIVE PRACTICES – Practitioners can employ these strategies
help to define the construct of the STANDARD to help children learn or make progress with particular skills
2. Energy Flow

Identify basic • Categorize common living things into • Display worm farms, bird feeders, or ant hills for observation.
needs of plants plants and animals . • Provide living things within the classroom that children actively care
(water and light) • State that living things need air, food, for . (e .g ., nontoxic plants, classroom pet)
and animals and water to survive . • Explicitly discuss what living things need to survive.
(food, water, and • Observe the effect of darkness and
light). light on growing plants .
STANDARD – A specific skill a

child should know by the end of
the developmental age range
9
Approaches to Learning through Play

Constructing, Organizing, and Applying Knowledge

AL.1 Constructing and Gathering Knowledge

AL.2 Organizing and Understanding Information
AL.3 Applying Knowledge
AL.4 Learning through Experience
A pproaches to Learning
through Play Standards
describe the essential
life skills that enable a child to
grow, learn, develop, and become a
taking, pleasure, knowledge con-
struction, absorption in the mo-
ment, and the desire to return to
this state of mind, which is what we
call play . Therefore, play is a power-
successful member of the com- ful learning tool that enables the
munity . The use and development child to grow and develop a lifelong
of these skills begin at birth and love of learning . Play is the child’s
continue across the human life natural state of mind and therefore
span . Approaches to Learning influences all of the child’s do-
through Play Standards mains of development includ-
addresses how a child gathers ing physical, cognitive, language,
and constructs knowledge, social, aesthetic, and emotional .
organizes and understands And equally as important, play as a
information, applies that knowl- focused state of mind provides the
edge, and transfers the self- child with a context and positive
constructed learning beyond the attitude in which to develop their
immediate moment . The child must Approaches to Learning skills, which are
develop these imperative capacities to understand shown to lead to lifelong success .
and use the content of literacy, mathematics, science, and social
studies, as well as necessary emotional well-being and lifelong Play, Play, and
success . It is essential to provide children with optimal learning Play Some More!

T
opportunities that feature the development of these skills as the
he best way to support children’s learning in the early
key component of 21st century classrooms across our state .
F
years is to provide hands-on, active learning experiences
rom the moment of birth, healthy children are in a con- that include play activities . Play enables children to
tinuous state of exploring, discovering, and constructing weave together past knowledge and new information to acquire
meaningful relationships with the world around them . new understanding and skill development . A child who discov-
These innate qualities support children as they venture out ers the characteristics of apples through manipulating, inves-
to connect with and understand the world in which they live . tigating, and exploring them understands the depth of apples
When children are encouraged to follow their innate inquisi- better than a child who colors a worksheet picture of an apple .
tiveness, they develop processes that enable them to succeed Children can cooperate in the block area to determine how
in answering important self-constructed “how” or “I wonder” many blocks can be added to a structure before it falls . This
questions . While children follow their own self-directed leads, type of play enhances children’s social and creative thinking
they may be unsure of the outcome but are willing to take that sequences . Play sequences and activities expand across all Key
risk to find out what will happen next . This outlook provides Areas of Learning and can build social, cognitive, and physi-
children with great pleasure as they interact successfully to cal skill development when they are intentionally planned and
understand their world; therefore, they desire to return to this facilitated by teachers who interact with children, asking open-
preferred state of mind again and again . Children enjoy learning ended questions to scaffold children’s thinking and problem-
that includes active self-direction, positive anticipation, risk- solving .
10
APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE
AL.1 Constructing and Gathering Knowledge

BIG IDEAS: Children actively construct knowledge through routines, play, practices, and language . Children use a variety of strategies
to gather information based upon their own individualized approach to learning .
ESSENTIAL QUESTIONS: What strategies can be used to gather information? What can I learn from my everyday experiences,
including play?
A. CURIOSITY AND INITIATIVE

AL.1 K.A The learner will: The adult will:
Explore and ask • Use senses to explore and learn from Stimulate students’ curiosity using “provocation” strategies
questions to the environment . when introducing new topics or ideas . (e .g ., ask students to
seek meaningful • Show interest and inquire about others’ guess what an unfamiliar object might be used for, place new
information about work . materials in sensory table and encourage exploration, ask “I
a growing range • Ask questions to understand something. wonder” questions)
of topics, ideas, (e .g ., “How does that work?”) Provide real objects that can be manipulated or explored to
and tasks. understand a concept .
• Use play to practice new skills and
knowledge . Respond to students’ questions (inquiry) with explanations .
• Demonstrate interest in new materials Model and encourage use of vocabulary within context of play/
and experiences that are introduced learning experience .
into the classroom . (e .g ., use play to Encourage students to discuss, inquire, engage in learning
practice new skills and knowledge, use experiences, and research answers to questions on topics .
vocabulary words or concepts learned in Provide a classroom with clearly defined interest areas and
class during play) materials that invite students to explore, discover, and create .
• Watch others engaged in a task and ask Provide ample time to practice new skills and knowledge
to join in . through playful experiences .
Regularly rotate classroom materials and formally introduce
new objects and activities into the classroom by showing
excitement . (e .g ., “Look what I brought for us to do today!”)
B. RISK-TAKING

AL.1 K.B The learner will: The adult will:
Demonstrate a • Actively explore new materials that are Introduce materials and activities by explaining what they are
willingness to introduced into the classroom . and providing instructions on use .
participate in new • State discomfort at trying something Support students when activity becomes challenging . (e .g .,
and challenging new, but make attempts to try with active listening, encouragement, offer specific feedback)
experiences. encouragement . Engage students in “what if” scenarios to discuss potentially
• Listen attentively to learn proper dangerous or inappropriate responses to situations .
techniques for a new skill, and follow Rotate materials in the classroom often to provide a variety of
through using the learned technique . diverse experiences .
• Deal with success in a positive way and Demonstrate enthusiasm when introducing new materials
view challenges as growing experiences . and challenges .
• Differentiate between appropriate and
inappropriate methods for learning
information . (e .g ., understand that
jumping from a high wall is a dangerous
way to discover its height)
11
C. STAGES OF PLAY
AL.1 K.C The learner will: The adult will:
Engage in • Use materials and props to support an Observe and explicitly point out when students are
elaborate, ongoing play experience . referencing prior learning in their play scenarios .
interactive play • Initiate and sustain play scenarios Observe play scenarios for use of new vocabulary, knowledge,
sequences that related to prior learning . (e .g ., rainforest and/or for misconceptions/interests that can be addressed
include acting theme, space theme) through instruction .
out roles and • Extend play scenarios over more than Provide props and materials to support play experiences .
negotiating play one day . Join in pretend play scenarios with students .
themes.
• Engage in simple games containing Understand the stages of play (solitary, parallel, associative,
rules demonstrating the ability to plan and cooperative) and recognize that students will engage in all
ahead and to develop strategies . stages at various times .
• When appropriate, allow structures or scenario props to stay in
location for several days without clean-up .
• Engage students in game play with peers.
AL.2 Organizing and Understanding Information

BIG IDEA: Strategies for filtering and organizing information are important to the learning process .
ESSENTIAL QUESTIONS: How do I decide what information/task to attend to? What strategies do I use to organize information?

A. ENGAGEMENT AND ATTENTION
Complete a • Complete simple activities or tasks from Save students’ work for later completion if transition to a new
task, despite beginning to end with independence . activity is necessary .
interruptions • Follow multi-step directions. Encourage students to complete tasks that are challenging .
or classroom • State when frustrated by a challenge. Allow ample time for students to complete tasks and activities
disruptions. in which they are engaged .
• Ignore distractions to complete a task.
• Give clear and simple directions or explanations.
• Minimize interruptions and disruptions for students who are
concentrating on a specific task or activity .
• Offer help to students who are demonstrating difficulty
completing a task or activity .
• Differentiate based on student needs.
• Model self-monitoring behaviors.
12
B. TASK ANALYSIS
Complete multi- • Attend and follow through with three- Ask students to describe the steps required to complete a
step tasks with step directions . certain task .
independence. • Explain the steps necessary to complete Model goal-setting and breaking tasks into steps using explicit
a task . vocabulary . (e .g ., first, next, last)
• Share the desired outcome or end goal Encourage students to explain the sequence, steps, and
of a task or activity . desired outcomes of self-initiated tasks and activities .
• Break task into smaller components and • Use clear and concise directions (visual and/or verbal) for the
complete one at a time . completion of tasks .
• Review steps of a task with students prior to asking them to
complete the task and give them time to complete the task
without reminders .
• Differentiate based on student needs.
C. PERSISTENCE

Accomplish • Determine alternative ways to complete Model and discuss a variety of strategies that can be used to
challenging tasks a task when the first attempt is follow through on a challenging task . (e .g ., using materials in
by employing unsuccessful . (e .g ., using materials in new ways, trial and error, breaking tasks into steps, asking for
familiar and new new ways, trial and error, breaking tasks help from a competent peer or adult)
strategies as into steps, asking for help) Encourage students to develop alternative solutions to
needed. • Implement familiar and new strategies accomplish a task .
independently . Ask students open-ended questions to help develop alternative
• Stick to a task after experiencing solutions without giving them the answer .
frustration . • Offer constructive feedback on students’ efforts to work through
• Show pride in completion of a challenging tasks .
challenging task . • Acknowledge students’ completion of a challenging task.
D. PATTERNING

AL.2 K.D The learner will: The adult will:
Recognize and • Identify patterns in the environment. • Engage students in finding patterns. (e.g., in the environment,
create simple (e .g ., decode or read common signs or literacy, mathematical, scientific, arts)
patterns. logos) • Model creating patterns.
• Identify patterns in literacy. (e.g., word • Provide opportunities to create and extend patterns.
families) • Discuss patterns. (e.g., “Why do you think that is a pattern?”
• Recognize, describe, extend, and “What is missing from this pattern?”)
transfer a two- and three-element
pattern . (e .g ., AB, ABC)
• Reproduce an existing pattern and
verbalize the pattern .
13
E. MEMORY
AL.2 K.E The learner will: The adult will:
Retain and recall • Recall information and/or experiences Encourage students to talk about past experiences and events .
information from the past . Ask questions which challenge students to recall the details of
presented over • Engage in use of mnemonic devices. experiences they are relating .
a short period of (e .g ., sing songs to remember the days Maintain documentation of past events through pictures,
time. of the week) photos, videos, and/or quotes from students. Post and explore
• Recall details from stories, events, and this documentation with the students over time .
experiences . Make connections between previous learning and new
• Share family experiences using stories, information .
pictures, photos, and/or videos. • Introduce mnemonic devices as a strategy to promote recall.
• Encourage families to make and share memory books
highlighting student’s past experiences .
AL.3 Applying Knowledge

BIG IDEA: Prior knowledge and experiences can be used to express and create new understandings .
ESSENTIAL QUESTIONS: How do I use what I already know to understand new things? How do I represent new understandings?
A. CREATIVITY
Use music, art, • Use a variety of materials to explore and Provide opportunities to use materials in uncommon ways .
and/or stories to express ideas and emotions . Provide a variety of materials to use in creating .
express ideas, • Recognize imagination and creativity in Use “I wonder” statements to encourage creativity with use of
thoughts, and others . objects .
feelings. • Communicate own ideas. Model how to elaborate, refine, evaluate, and communicate
See also 9.1.M K.E; 9.1.D K.E; ideas, thoughts, and feelings .
9.1.V K.E; 1.4 K.M; 1.5 K.E Reference 9.1.M K.E; 9.1.D K.E;
9.1.V K.E; 1.4 K.M; 1.5 K.E
B. INVENTION

Create an • Explore different ways to use everyday Provide opportunities to engage in creative activities .
object to serve objects . Encourage children to pre-plan their creative efforts .
a functional • Describe plan to create a functional Provide opportunities to present and describe creations .
purpose. object . (e .g ., develop a blueprint prior to • Ask questions about students’ creations. (e.g., “How did you
building a block structure) make that?” “What is that used for?”)
• Answer questions to explain the purpose • Offer specific feedback on students’ creative efforts.
of a creation .
• Show pride in a creation.
14
C. REPRESENTATION
Use materials • Combine different types of materials to Provide a variety of loose parts that can be combined to create
and objects to represent a scenario or situation . (e .g ., an end-product .
represent new represent a community using a variety Provide opportunities for children to use materials in non-
concepts. of objects) conforming ways .
• Use real life objects to represent make- Use “I wonder” statements to encourage children’s creativity
believe or fantasy objects . (e .g ., paper for with use of objects .
money, magazine for a menu)
AL.4 Learning through Experience

BIG IDEA: Experiences provide the context in which learning is constructed .
ESSENTIAL QUESTIONS: In what ways does an experience in one setting influence my learning and experiences in another setting?
How do I learn from my mistakes and/or from challenging situations?

A. MAKING CONNECTIONS
Relate knowledge • Relate personal (e.g., home, cultural, • Encourage families to continue school activities at home.
learned from community) experiences during school • Provide families regular updates about activities that are
one experience activities . occurring in school . (e .g ., message boards, newsletters,
to a similar • Connect information and/or experiences classroom websites, journals)
experience in a from the past . • Talk with families about what students are working on at home
new setting. • Understand differences in activities and and incorporate those goals in the school day .
events from home to school . • Ask students to describe out-of-school activities they participate
• Share new skills or tasks learned or in and show what they are learning .
practiced outside of school setting in the • Provide “take home” activities that connect material learned
classroom . that day to home environment . (e .g ., after practicing patterns in
• Practice skills learned in whole group the classroom, identify patterns at home)
demonstration or role-play during • Acknowledge, value, and use diversity that students bring to the
center exploration . classroom . (e .g ., culture, family structure, community)
• Apply a skill to multiple tasks. (e.g., use • Provide materials, including text, in centers that encourage
measuring cups in science activity, math practice of skills demonstrated during instruction .
exploration, and cooking)
B. RESILIENCY

AL.4 K.B
Recognize that
everyone makes
mistakes and that
using positive Reference 16.1 K.C Reference 16.1 K.C
coping skills
can result in
learning from the
experience.
15
C. PROBLEM-SOLVING
Use problem- • Try new ways to complete an unfamiliar Explicitly discuss and present/model a variety of strategies
solving strategies task . that can be used to solve problems . (e .g ., using materials in
to achieve a • Attempt to complete a task in more than new ways, trial and error, breaking tasks into steps, asking for
positive outcome. one way (e .g ., using materials in new help from a competent peer or adult)
ways, trial and error, breaking tasks into Create and provide opportunities for students to engage in
steps) before asking for help or stopping problem-solving activities . (e .g ., role-play)
due to frustration . Encourage students to use a variety of materials to solve
• Ask questions to clarify problems. problems or complete a task . (e .g ., “I wonder if we could use
• Discuss the different ways used to this box to catch the worm?”)
accomplish a task or to solve a problem . Engage students in interactions that use known strategies in
• Recall and use a previously successful new situations .
strategy . Display a variety of materials and ask students to complete a
• Change plan if a better strategy presents task, allowing them to choose the materials that best suit the
itself . activity .
Ask open-ended questions that require thought and creative
thinking (e .g ., “What is another way you could solve this
problem?”) to facilitate problem-solving .
Observe how students solve problems in the classroom and
offer assistance when needed .
16

Approaches to Learning through Play
Glossary

Associative Play—A form of play in which a group of children Parallel Play—A form of social play where children play with
participate in similar and/or identical activities without formal toys like those the children around them are using, but the child
organization, group direction, group interaction, or a definite is absorbed in his/her own activity; usually play beside rather
goal; children may imitate others in a group but each child acts than with one another .
independently . Pattern—The regular and repeated way in which something
Attention—An ability to focus; take all stimuli in environment happens or is done .
and focus on one thing . Persistence—The steady continuance of an action in spite of
Competence—The ability to perform a task, action, or function obstacles or difficulties .
successfully . Play—A self-selected activity that may or may not have a specific
Cooperative Play—Any organized recreation among a group of purpose .
children in which activities are planned for the purpose of achiev- Pretend Play—Using an object to represent something else
ing some goal . while giving it action and motion; actively experimenting with
Culture—The way of life of a particular social, ethnic, or age the social and emotional roles of life; can build skills in many
group of people which includes beliefs, arts, customs, and developmental areas .
behaviors . Provocation Strategies—strategies which promote thought-
Curiosity—A desire to learn or know about something; ful practices that enhance the teaching and learning of young
inquisitiveness . children within and across diverse communities .
Engagement—Ability to express oneself physically, cognitively, Resilience—The ability to cope with and bounce back from
and emotionally during an activity; to feel a connection or a all types of challenges . A person thrives, matures, and increases
strong bond to work . competence by drawing on biological, psychological, and environ-
Extrinsic Motivation—Motivation that comes from factors mental resources .
outside an individual . Solitary Play—A form of play among a group of children
Initiative—A readiness and ability to be eager to lead an action . within the same room or area in which each child engages in an
independent activity using toys that are different from the toys of
Intrinsic Motivation—Motivation that comes from inside an others; shows no interest in joining in or interfering with the play
individual rather than from any external or outside rewards . of others
Invention—An act of devising, creating, or producing using Task Analysis—A process of breaking down complex behaviors
imagination (art, music) . into smaller, discrete, specific sub-behaviors to be performed in a
Memory—The mental capacity or faculty of retaining and re- certain order for maximum success .
trieving facts, events, impressions, etc ., or of recalling or recogniz- Temperament—The combination of mental, physical, and
ing previous experiences . emotional traits of a person; natural predisposition .
Mnemonic Device—a mind memory and/or learning aid. Com-
monly, mnemonics are verbal—such as a very short poem or a
special word .
17
Language and Literacy Development

English Language Arts

1.1 Foundational Skills

1.2 Reading Informational Text
1.3 Reading Literature
1.4 Writing
1.5 Speaking and Listening
C
ommunication occurs stories and songs and engaging
in different ways . It is in word play activities .
a way to share one’s Diversity and
ideas and understand the ideas Culture

T
of others . Reading involves the
oday’s early childhood
use of pictures, symbols, and
programs include
text to gain information and
increasingly diverse
derive meaning, and writing is
groups of children, families,
used for a variety of purposes .
and teachers who represent
Children should be exposed to
many cultures, values, and
a variety of books to acquire
lifestyles . Providers have a
new information and for person-
unique opportunity to create
al fulfillment . Children apply a wide range of strategies
welcoming environments that emphasize respect for
to comprehend, interpret, evaluate, and appreciate text .
diversity and support families’ cultural and linguistic
Children draw meaning from their prior knowledge and
differences . Teachers must help assure the preservation
experience, their interactions with others, their knowl-
of home language while supporting the acquisition of
edge of word meaning, and their word identification
Standard English . Programs should create experiences
strategies . Children vary their use of the spoken and
and opportunities that honor all children’s cultures and
written language to communicate effectively with others .
values by developing creative strategies for including and
One of the first building blocks of reading is phonemic
expanding home-to-school connections and by providing
awareness; this is one of the best predictors of early
students with varied ways to demonstrate their learning .
reading achievement . Children should be developing
Such experiences and opportunities assure all students’
this awareness in the early years by listening to rhyming
success in school .
18
LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS
1.1 Foundational Skills

BIG IDEA: Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning .
ESSENTIAL QUESTION: How do I acquire and practice pre-reading skills?
A. BOOK HANDLING

1.1 K.A The learner will: The adult will:
Use book- • Orient a book properly. • Model appropriate book handling practices.
handling skills. • Turn pages from left to right, one page • Read to students daily.
at a time . • Provide daily opportunities to look at and read books and
• Track print from top to bottom and left magazines .
to right . • Provide hands-on experience (e.g., small groups, independent,
learning stations) with texts .
B. PRINT CONCEPTS

1.1 K.B The learner will: The adult will:
Demonstrate • Follow words left to right, top to bottom, • Model print concepts while using different forms of text and
understanding of and page by page . genre . (e .g ., big books, names, poems)
the organization • Recognize that spoken words are • Read to students daily.
and basic features represented in written language by • Provide opportunities to sort words and letters.
of print. specific sequences of letters . • Provide hands-on experience (e.g., small groups, independent,
• Understand that words are separated by learning stations) with text .
spaces in print . • Use print and digital-text materials for functional purposes.
• Recognize and name all upper and
lower case letters of the alphabet .
C. PHONOLOGICAL AWARENESS

1.1 K.C The learner will: The adult will:
Demonstrate • Recognize and produce rhyming words. • Provide oral practice with counting words, syllables, and
understanding • Count, pronounce, blend, and segment phonemes .
of spoken syllables in spoken words . • Provide oral practice with identifying beginning and ending
words, syllables, • Blend and segment onsets and rimes of sounds .
and sounds single-syllable spoken words . • Use pictures to identify rhyming words.
(phonemes).
• Isolate and pronounce initial, medial • Provide opportunities to identify and produce rhyming words.
vowel, and final sound (phonemes) in
the three phoneme (CVC) .
D. PHONICS AND WORD RECOGNITION

1.1 K.D The learner will: The adult will:
Know and apply • Demonstrate basic knowledge of one-to- • Ask students to verbally identify the letters out of sequence.
grade-level one letter-sound correspondence . • Ask students to identify the sound for each letter out of
phonics and word • Associate the long and short sounds with sequence .
analysis skills in common spellings for the five major • Model and practice segmenting and blending.
decoding words. vowels . • Provide learning centers that focus on letters, sounds, words,
• Read grade-level high-frequency sight and creating simple sentences .
words with automaticity . • Use print and digital-text materials for functional purposes.
• Distinguish between similarly spelled
words by identifying the sounds of the
letters that differ .
19
E. FLUENCY
1.1 K.E The learner will: The adult will:
Read emergent- • Identify and use high-frequency words • Include self-selected reading opportunities.
reader text with to read emergent-reader text . • Provide a variety of emergent-reader text.
purpose and • Decode and encode unknown words in a • Provide daily opportunities to practice reading emergent-reader
understanding. text . text and high-frequency words .
• Choose text based on identified need • Post high-frequency words in the classroom. (e.g., word wall)
and purpose . • Incorporate high-frequency words into meaningful context.
1.2 Reading Informational Text

BIG IDEAS: Effective readers use appropriate strategies to construct meaning . Critical thinkers actively and skillfully interpret,
analyze, evaluate, and synthesize information . An expanded vocabulary enhances one’s ability to express ideas and information .
ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why
learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?
A. KEY IDEAS AND DETAILS – MAIN IDEA

1.2 K.A The learner, with prompting and The adult will:
With prompting support, will: Provide and read a variety of informational text .
and support, • Identify the main idea. • Model identifying main idea and supporting details.
identify the main • Know the details of a text can be used to • Provide multiple opportunities to identify main idea and
idea and retell support a topic or main idea . supporting details .
key details of text. • Provide relevant details from a text • Model retelling of key details.
which support the main idea .
B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

1.2 K.B The learner, with prompting and The adult will:
With prompting support, will: • Provide purposeful and playful exposure to a variety of
and support, • Use specific details from the text to informational text . (e .g ., nonfiction text, recipes, web pages,
answer questions answer questions . menus, phone books, maps, etc .)
about key details • Answer “who” or “what” the text is • Provide peer-to-peer opportunities to discuss informational text.
in a text. about . • Ask students to identify facts from text.
• Answer “how” and/or “why” questions • Ask “who,” “what,” “how,” and “why” questions.
using specifics from the text . • Provide verbal prompts and picture cues to assist in recall.
C. KEY IDEAS AND DETAILS

1.2 K.C The learner, with prompting and The adult will:
With prompting support, will: • Model making connections.
and support, • Find similarities and differences • Provide learning centers and a classroom library where students
make a connection between two individuals, events, ideas, can interact independently with text .
between two or pieces of information in a text . • Ask prompting questions.
individuals, • Answer cause-and-effect questions about
events, ideas, events, ideas, and information in a text .
or pieces of
information in a
text.
20
E. CRAFT AND STRUCTURE – TEXT STRUCTURE
Identify parts • Relate that text is organized in a • Identify and discuss parts of a book.
of a book (title, predictable format . • Ask students to identify parts of a book.
author) and • Identify title and author. • Model identifying parts of an informational text.
parts of a text • Identify the beginning, details, and end
(beginning, of a text .
details, and end).
F. CRAFT AND STRUCTURE – VOCABULARY

1.2 K.F The learner, with prompting and The adult will:
With prompting support, will: Introduce vocabulary in the context of topics when using a
and support, • Recognize that a word is unknown. variety of informational text . (e .g ., nonfiction text, recipes,
ask and answer • Ask “What does this word mean?” web pages, menus, phone books, maps, etc .)
questions about • Connect prior knowledge to unknown • Model own connections to new vocabulary.
unknown words words . • Model how use of picture cues can help determine the meaning
in a text. of new words .
• Participate in discussions about
unknown words . • Respond with interest and support when students demonstrate
interest in an unknown word .
G. INTEGRATION OF KNOWLEDGE AND IDEAS – DIVERSE MEDIA

1.2 K.G The learner will: The adult will:
Answer questions • Retell a simple sequence in a text using Provide various experiences to engage with picture/text
to describe the picture support . connections . (e .g ., cooking, dramatic play, construction,
relationship • Describe pictures in a text in detail to gardening, posting picture schedule)
between answer specific questions in a text . • Ask questions to prompt students to relate illustrations to the
illustrations and text in which they appear .
the text in which • Model and provide practice connecting illustrations with a text.
they appear.
H. INTEGRATION OF KNOWLEDGE AND IDEAS – EVALUATING ARGUMENTS

1.2 K.H The learner, with prompting and The adult will:
With prompting support, will: • Model and provide practice identifying text supports. (e.g.,
and support, • Identify the evidence an author uses. illustrations)
identify the • Answer prompts using specific text • Prompt students to refer back to text.
reasons an author details .
gives to support
points in a text.
21
I. INTEGRATION OF KNOWLEDGE AND IDEAS – ANALYSIS ACROSS TEXTS
1.2 K.I The learner, with prompting and The adult will:
With prompting support, will: • Provide opportunities to engage with a variety of text on the
and support, • Recognize that texts have similar same topic .
identify basic components that can be compared and • Ask questions regarding similarities and differences after
similarities contrasted . (e .g ., main ideas, details) reading two or more texts on the same topic .
and differences • Participate in strategies that provide • Use structural supports (e.g., graphic organizers) to compare
between two texts opportunities to compare and contrast and contrast texts .
(read or read texts and/or components of texts. (e.g., • Model and provide practice with a variety of texts on similar
aloud) on the Venn diagrams, T-charts) topics .
same topic.
J. VOCABULARY ACQUISITION AND USE

1.2 K.J The learner will: The adult will:
Use words • Talk about pictures and text using new Use Tier III vocabulary daily and throughout different
and phrases vocabulary words or phrases . contexts .
acquired through • Use new vocabulary in the context Provide concrete materials in learning centers to assist
conversations, of dramatic play, daily routines, and students in connecting prior knowledge to new words or
reading, and classroom conversations . phrases .
being read to, • Use new vocabulary when asking • Read appropriate informational text.
and respond to questions or describing situations or • Provide opportunities for oral language practice.
texts. objects . • Respond with interest and support when children seek
• Use new vocabulary when answering clarification of a word or phrase .
questions or describing situations or
objects .
K. VOCABULARY ACQUISITION AND USE

1.2 K.K The learner, with prompting and The adult will:
With prompting support, will: Model researching unfamiliar words in a text .
and support, • Recognize words or phrases that are • Introduce vocabulary in the context of topics when using a
determine unfamiliar to them . variety of informational text . (e .g ., nonfiction text, recipes, web
or clarify the • Connect prior knowledge to unfamiliar pages, menus, phone books, maps, etc .)
meaning of words . • Model how use of picture cues can help determine the meaning
unknown or • Make predictions about word meanings. of new words .
multiple-meaning
words and • Use strategies to look up unfamiliar
phrases based words .
upon grade-level • Talk about connections between familiar
reading and and unfamiliar words or phrases that
content. mean similar things . (e .g ., grass, lawn)
unfamiliar words .
22
L. RANGE OF READING
1.2 K.L The learner will: The adult will:
Actively engage • Ask and answer questions about text • Provide opportunities for group reading activities.
in group reading being read aloud . • Teach and model appropriate active listening skills.
activities with • Share relevant prior knowledge about • Use strategies prior to reading to involve children in the text
purpose and text being read aloud . being read . (e .g ., predict the topic of the text using front cover
understanding. • Respond to and build on comments and/or illustrations, picture walk)
from other children . • Attend to students’ questions and comments during reading.
• Use ideas gained in group reading • Provide learning center materials and activities that extend the
activities in other daily routines, ideas explore in group reading .
learning centers, and activities .
1.3 Reading Literature

BIG IDEAS: Effective readers use appropriate strategies to construct meaning . Critical thinkers actively and skillfully interpret,
analyze, evaluate, and synthesize information . An expanded vocabulary enhances one’s ability to express ideas and information .
ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why
learn new words? What strategies and resources does the learner use to figure out unknown vocabulary?
A. KEY IDEAS AND DETAILS – THEME

1.3 K.A The learner, with prompting and The adult will:
With prompting support, will: • Select appropriate literary text.
and support, • Retell story in sequential order. • Model retelling with key details.
retell familiar • Recall key details of a story. • Provide multiple opportunities to practice retelling.
stories including • Use a variety of strategies to retell a • Provide students digital media opportunities to reinforce
key details. story . (e .g ., picture cards, dramatic play, sequencing skills .
illustration) • Ask questions that support the use of sequencing. (e.g., “What
was the first thing that happened?” “What happened after?”)
B. KEY IDEAS AND DETAILS – TEXT ANALYSIS

Answer questions • Respond to questions and discuss key • Select appropriate literary text.
about key details details from literary text . • Ask probing questions about literary text.
in a text. • Use specific details from story to answer • Provide verbal prompts and picture cues to assist in recall.
questions .
• Answer “who” or “what” the story is
about .
• Answer “how” and/or “why” questions
using specifics from the story .
23
C. KEY IDEAS AND DETAILS – LITERARY ELEMENTS
With prompting support, will: • Select appropriate literary text.
and support, • Identify narrative elements. (e.g., • Provide opportunities to identify narrative elements of a text.
identify characters, setting, major events)
characters, • Demonstrate understanding that the
settings, and “setting” is where the story takes place .
major events in a • Demonstrate understanding that
story. “characters” are people or animals who
have a role in the story .
• Respond to questions and prompts
about characters, settings, and events .
D. CRAFT AND STRUCTURE – POINT OF VIEW

Name the author • Understand that an author writes the • Explicitly use the terms “author” and “illustrator” along with
and illustrator of story . their definitions .
a story and define • Understand that the illustrator draws the • Credit students as “author” and “illustrator” of their own works
the role of each in pictures . (drawings and dictations) .
telling the story. • Provide opportunities to discuss the roles of the author and
illustrator in telling the story .
E. CRAFT AND STRUCTURE – TEXT STRUCTURE

Recognize • Engage with a variety of text. (e.g., fables, • Provide purposeful and playful exposure to a variety of texts.
common types of folklore, fairy tales, nursery rhymes, (e .g ., fables, folklore, fairy tales, nursery rhymes, tall tales,
text. tall tales, dramas, poetry, picture books, dramas, poetry, picture books, storybooks, nonfiction text,
storybooks, nonfiction text, recipes, web recipes, web pages, menus, phone books, maps)
pages, menus, phone books, maps) • Explicitly use the labels for different genres. (e.g., “storybook,”
• Understand that different types of text “poem,” “fiction,” “nonfiction)
are used for different purposes . • Model how to determine a fiction or nonfiction text by
• Understand that a storybook has comparing books on the same topic .
characters, setting, and actions
associated with words and, most often,
illustrations .
• Understand that a poem consists of
words arranged in patterns of sound .
(e .g ., rhyming words, alliteration)
F. CRAFT AND STRUCTURE – VOCABULARY

1.3 K.F The learner will: The adult will:
Ask and answer • Ask “What does this word mean?” • Introduce vocabulary in the context of topics when using
questions about • Connect prior knowledge to unknown storybooks, finger plays, songs, or poems .
unknown words words . • Model own connections to new vocabulary.
in a text. • Participate in discussions about • Provide multiple opportunities for practice with unknown words.
unknown words . • Model how use of picture cues can help one determine the
meaning of new words .
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G. INTEGRATION OF KNOWLEDGE AND IDEAS – SOURCES OF INFORMATION
Make connections • Retell a simple sequence in a text using • Provide a variety of literary texts.
between the picture support . • Provide opportunities to interact with literary text.
illustrations and • Describe pictures in a text in detail to • Model how to make text to illustration connections.
the text in a story answer specific questions in a text .
(read or read
aloud).
H. INTEGRATION OF KNOWLEDGE AND IDEAS – TEXT ANALYSIS

1.3 K.H The learner will: The adult will:
Compare and • Understand that characters within the • Provide purposeful and playful exposure to a variety of fictional
contrast the same story or characters from different texts . (e .g ., fables, folklore, fairy tales, nursery rhymes, tall tales,
adventures and stories can be compared and contrasted . dramas, poetry, picture books, storybooks)
experiences of • Participate in strategies that provide • Model finding similarities and differences between familiar
characters in opportunities to compare and contrast stories .
familiar stories. the experiences of characters . (e .g ., • Introduce strategies (e.g., Venn diagrams, T-charts) using
Venn diagrams, T-charts, dramatic role- concrete materials (e .g ., hula hoops, strings) to compare and
play) contrast texts and components of texts in teacher-led, small
group, and individual activities .
I. VOCABULARY ACQUISITION AND USE – STRATEGIES

1.3 K.I The learner will: The adult will:
Determine • Recognize words or phrases that are • Introduce vocabulary in the context of topics when using
or clarify the unfamiliar to them . storybooks, finger plays, songs, or poems .
meaning of • Connect prior knowledge to unfamiliar • Model own connections to new vocabulary.
unknown or words . • Provide multiple opportunities for practice with unknown words.
multiple- • Make predictions about word meanings. • Model how use of picture cues can help one determine the
meaning words
• Use strategies to look up unfamiliar meaning of new words .
and phrases
words .
based upon
grade-level • Talk about connections between familiar
reading and and unfamiliar words or phrases that
content. mean similar things . (e .g ., grass, lawn)
unfamiliar words .
25
J. VOCABULARY ACQUISITION AND USE
Use words • Recognize words or phrases that are Use vocabulary daily and throughout different contexts .
and phrases unfamiliar to them . Model use of newly learned words or phrases .
acquired through • Connect prior knowledge to unfamiliar Support and acknowledge children’s use of new words or
conversations, words . phrases .
reading, and • Make predictions about word meanings. • Provide opportunities for oral language practice.
being read to,
• Use strategies to look up unfamiliar • Scaffold the definition of words when introducing them before
and respond to
words . a story, being certain to provide several examples that help to
texts.
• Talk about connections between familiar demonstrate the meaning .
and unfamiliar words or phrases that • Encourage students to listen for new vocabulary words within
mean similar things . (e .g ., grass, lawn) the context of the story .
unfamiliar words .
K. RANGE OF READING

1.3 K.K The learner will: The adult will:
Actively engage • Ask and answer questions about text • Provide opportunities for group reading.
in group reading being read aloud . • Teach and model appropriate active listening skills.
activities with • Share relevant prior knowledge about • Attend to students’ questions and comments during reading.
purpose and text being read aloud . • Ask questions about a story during reading.
understanding. • Respond to and build on comments • Provide learning center materials and activities that extend the
from other students . ideas explored in group reading .
• Use ideas gained in group reading
activities in other daily routines,
learning centers, and activities .
1.4 Writing

BIG IDEAS: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques . Effective
research requires the use of varied resources to gain or expand knowledge .
ESSENTIAL QUESTIONS: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best
for the audience? Where can one find information to answer questions?
A. INFORMATIVE/EXPLANATORY

Use a combination • Create a picture about a nonfiction topic Model writing using a combination of drawing and writing .
of drawing, and talk about it . Provide frequent opportunities to dictate and/or write.
dictating, • Use illustration/dictation to convey Provide opportunities to engage in shared, interactive, and
and writing meaning about a particular topic . independent writing .
to compose • Use phonetic spelling when writing. Use journals where students can write about specific topics of
informative/
interest .
explanatory texts.
• Encourage students to draw and talk about topics of interest.
26
B. INFORMATIVE/EXPLANATORY – FOCUS
Use a • Respond to writing prompts on a Provide opportunities for whole group or small group
combination specific topic . discussion on a topic before writing .
of drawing, • Choose a specific topic to write about. Provide opportunities to engage in shared, interactive, and
dictating, and independent writing .
writing to focus Create charts of students ideas about topics of interest to
on one specific facilitate students choice of a particular topic .
topic.
• Model writing on a single topic.
C. INFORMATIVE/EXPLANATORY – CONTENT

With prompting support, will: • Create a list of topics brainstormed by the students.
and support, • Brainstorm main ideas on a chosen • Facilitate discussion between small groups of students interested
generate ideas topic . (e .g ., topic—bats, ideas—helpful, in a similar topic to organize thoughts and ideas .
and details mammal, scary) • Model how to differentiate between relevant and irrelevant ideas.
to convey • Choose a main idea to focus writing on
information that topic .
relates to the • Generate relevant details that support
chosen topic. the chosen topic .
D. INFORMATIVE/EXPLANATORY – ORGANIZATION

Make logical • Understand that words are connected to • Write the students’ words on the picture and read it out loud.
connections print . • Encourage students to read their dictations.
between drawing • Work with adult to create words or • Model making connections between drawings and dictation/
and dictation/ sentences that relate to drawings . writing .
writing.
• Provide frequent opportunities for writing and dictating stories.
• Provide opportunities to engage in shared, interactive, and
independent writing .
E. INFORMATIVE/EXPLANATORY – STYLE

1.4 K.E The learner, with prompting and The adult will:
With prompting support, will: Model adding details to illustrations and writing .
and support, • Add details to illustrations. • Provide frequent opportunities for writing and dictating stories.
illustrate using • Use descriptive words in dictation and • Provide opportunities to engage in shared, interactive, and
details and writing . independent writing .
dictate/write
using descriptive
words.
27
F. INFORMATIVE/EXPLANATORY – CONVENTIONS OF LANGUAGE
Demonstrate • Capitalize the first word in a sentence • Model using grade-appropriate conventions.
a grade- and pronoun I . • Model using grade-appropriate proofreading skills.
appropriate • Recognize and use ending punctuation. • Provide frequent opportunities for writing and dictating stories.
command of the • Spell simple words phonetically. • Provide opportunities to engage in shared, interactive, and
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
G. OPINION/ARGUMENTATIVE

Use a • Participate in discussions about fact and • Facilitate discussions about fact and opinion.
combination opinion . • Model writing an opinion piece using a combination of drawing
of drawing, • State an opinion. and writing .
dictating, and • Create a picture about an opinion and • Provide frequent opportunities for students to dictate and/or
writing to talk about it . write .
compose opinion
• Use illustration/dictation to convey • Provide opportunities to engage in shared, interactive, and
pieces on familiar
meaning about an opinion . independent writing .
topics.
• Use phonetic spelling when writing.
H. OPINION/ARGUMENTATIVE – FOCUS

1.4 K.H The learner will: The adult will:
Form an opinion • Choose between two topics. • Model choosing between two topics.
by choosing • State an opinion. • Model forming an opinion about a given topic.
between two given • Provide frequent opportunities for writing and dictating stories.
topics.
• Provide opportunities for learners to engage in shared,
interactive, and independent writing .
I. OPINION/ARGUMENTATIVE – CONTENT

1.4 K.I The learner will: The adult will:
Support the • Participate in discussions supporting • Model how to support an opinion.
opinion with opinions . • Provide frequent opportunities for writing and dictating stories.
reasons. • Generate relevant reasons that support • Provide opportunities to engage in shared, interactive, and
the opinion . independent writing .
J. OPINION/ARGUMENTATIVE – ORIENTATION

Make logical • Understand that words are connected to • Model making connections between drawings and dictation/
connections print . writing .
between drawing • Work with adult to create words or • Provide frequent opportunities for writing and dictating stories.
and writing. sentences that relate to drawing . • Provide opportunities to engage in shared, interactive, and
28
L. OPINION/ARGUMENTATIVE – CONVENTIONS OF LANGUAGE
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
M. NARRATIVE

1.4 K.M The learner will: The adult will:
Use a • Create a picture about a real or • Model narrative writing using a combination of drawing and
combination imagined experience or event and talk writing .
of drawing, about it . • Facilitate discussions about real and imagined experiences.
dictating, • Use illustration/dictation to convey • Provide opportunities to read and be read to using books about
and writing meaning about an experience or event . real and imagined experiences .
to compose • Use phonetic spelling when writing. • Provide frequent opportunities to dictate and/or write.
narratives that
describe real • Provide opportunities to engage in shared, interactive, and
or imagined independent writing .
experiences or
events.
N. NARRATIVE – FOCUS

1.4 K.N The learner will: The adult will:
Establish who • Generate ideas for writing. • Model how to determine the characters and events of a story.
and what the • Understand that “who” a story will be • Facilitate discussions about characters and events.
narrative will be about refers to the person, animal, or • Provide frequent opportunities for writing and dictating stories.
about. animated object that the story will be • Explicitly use terms like “details” and “sequence” along with
about . verbal or visual prompts .
• Understand that “what” a story will be • Encourage students to follow through with their generated
about refers to the sequenced events “who” and “what .”
that happen to the references “who .”
• Respond when asked “who” or “what” a independent writing .
story is about, and follow through when
drawing about or dictating the story .
O. NARRATIVE – CONTENT

1.4 K.O The learner will: The adult will:
Describe • Provide details (e.g., descriptive words, • Ask students for details about their illustrations or writing.
experiences and feelings, and thoughts of the character) • Model rich descriptions about an event or experience.
events. to further develop a story . • Facilitate discussions about familiar and unfamiliar events.
• Tell adult what she/he has illustrated/ • Provide frequent opportunities for writing and dictating stories.
written about .
29
P. NARRATIVE – ORGANIZATION
1.4 K.P The learner will: The adult will:
Recount a single • Understand stories can be told about Model sequential retelling of events .
event or several a single event or several loosely linked Provide opportunities to practice sequencing . (e .g ., graphic
loosely linked events . organizers, illustrations)
events, tell about • Understand that a single event is made Engage with students using digital media to reinforce
the events in the up of a series of smaller events that are sequencing skills .
order in which in a sequence . (e .g ., before, next, end) Ask questions relating to sequencing . (e .g ., before, next, end)
they occurred, • Respond with a logical sequence of
and provide a Model sharing a reaction to an event(s) .
events when asked “what” the story is
reaction to what • Provide frequent opportunities for writing and dictating stories.
about .
happened. • Provide opportunities to engage in shared, interactive, and
• Write using a logical sequence of events.
• Include a reaction to what happened.
R. NARRATIVE – CONVENTIONS OF LANGUAGE

1.4 K.R The learner will: The adult will:
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
T. PRODUCTION AND DISTRIBUTION OF WRITING – WRITING PROCESS

1.4 K.T The learner, with guidance and The adult will:
With guidance support, will: • Model asking and answering questions about a peer’s writing
and support • Understand that drawings and dictation (focused on details of the writing) .
from adults and convey meaning to an audience . • Assure a supportive environment where students feel confident
peers, respond • Understand writing may have to be enough to share their work .
to questions changed to make meaning more clear . • Use explicit prompts to encourage the use of both positive and
and suggestions • Share work with others. constructive feedback . (e .g ., “I liked when …” “I wonder…”)
from peers,
• Participate in discussions about their • Model how to provide feedback.
and add details
to strengthen work . • Model how details strengthen writing.
writing as • When prompted make changes to work • Provide frequent opportunities for writing and dictating stories.
needed. based on feedback . • Provide opportunities to engage in shared, interactive, and
• Respond to questions and suggestions independent writing .
from peers .
• Add details to strengthen writing as
needed .
30
U. TECHNOLOGY AND PUBLICATION
1.4 K.U The learner, with guidance and The adult will:
With guidance support, will: Provide opportunities to use available technology .
and support, • Use a variety of digital tools to produce • Model use of available technology.
explore a variety and publish writing .
of digital tools
to produce and
publish writing in
collaboration with
peers.
V. CONDUCTING RESEARCH

1.4 K.V The learner will: The adult will:
Participate in • Ask adults or peers for explanations or Provide materials (e .g ., videos, books, magazines,
individual or information using why, how, where, and technology), structure, and opportunities to create an
shared research when . (e .g ., “Why do leaves turn color?” individual or shared research project .
projects on a “Why does Jamal like pizza?”) Model/guide procedures for how to research a project.
topic of interest. • Use a variety of resources with teacher Engage individual students or groups of students interested in
support (e .g ., adults and peers, books, a similar topic in project-based learning .
digital media, maps, recipes, experts) to
find new information .
W. CREDIBILITY, RELIABILITY, AND VALIDITY OF SOURCES

1.4 K.W The learner, with guidance and The adult will:
With guidance support, will: Model connecting prior experiences to a current topic .
and support, • Respond to prompts which require Model recalling information from experiences to respond to a
recall information reference to prior experiences . question .
from experiences • Relate prior experiences in learning to a Model how to gather information from sources to respond to
or gather current topic . a question .
information from • Recall information from experiences.
provided sources
to answer a • Use a variety of resources with teacher
question. support (e .g ., adults and peers, books,
digital media, maps, recipes, experts) to
find new information .
X. RANGE OF WRITING

1.4 K.X The learner will: The adult will:
Write routinely • Engage in writing opportunities • Provide frequent opportunities for writing and dictating stories.
over short time including journaling . • Provide opportunities to engage in shared, interactive, and
frames. • Revisit previous work. independent writing .
• Respond to writing prompts. • Provide a variety of materials and opportunities to write daily
• Choose to write independently during and over time . (e .g ., journals, “authors” chair, projects)
play . • Provide opportunities and encourage revisiting prior work.
• Encourage persistence in drawing/dictation/writing.
31
1.5 Speaking and Listening

BIG IDEAS: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating . Effective
speakers prepare and communicate messages to address the audience and purpose .
ESSENTIAL QUESTIONS: What do good listeners do? How do active listeners make meaning? How do speakers effectively
communicate a message?
A. COMPREHENSION AND COLLABORATION – COLLABORATIVE DISCUSSION

Participate in • Communicate using detail related to Encourage asking questions to find out more information .
collaborative topic being discussed . Provide and monitor multiple opportunities for conversations
conversations • Pose questions related to topic being throughout the day .
with peers and discussed . • Explicitly restate comments made by students and encourage
adults in small • Allow wait time before responding. those responding to add further detail, or contribute further to
and larger the topic being discussed .
• Engage in turn-taking.
groups.
• Encourage students to restate comments made by peers.
• Model appropriate participation in discussions including polite
interactions, one person speaking at a time, or asking questions .
• Embed opportunities to “turn and talk” to share ideas on a
topic .
• Model appropriate conversation skills. (e.g., tone, volume, turn-
taking, active listening, eye contact)
B. COMPREHENSION AND COLLABORATION – CRITICAL LISTENING

Ask and answer • Respond to a question with an answer Engage students in conversation about topics of interest daily .
questions about or details related to the topic being Ask students to identify facts from text .
key details in a discussed . Model asking and answering questions about details .
text read aloud • Generate “who,” “what,” “when,” and • Ask “who,” “what,” “when,” and “where” questions.
or information “where” questions .
presented orally • Invite students to discuss how they would react to a situation if
or through other they were the character in the story .
media. • Provide opportunities to respond orally in daily activities.
C. COMPREHENSION AND COLLABORATION – EVALUATING INFORMATION

Ask and answer • Act upon or respond to simple Model asking for help or clarifying information .
questions to statements and questions showing Model oral discussion techniques .
seek help, get understanding of intent . • Provide opportunities for oral language use.
information, or • Ask “What does that mean?” • Promote active listening and attention to key ideas and details.
clarify something • Ask “Can you help me?”
that is not
understood.
32
D. PRESENTATION OF KNOWLEDGE AND IDEAS – PURPOSE, AUDIENCE, AND TASK
Share stories, • Talk about stories, experiences, and • Provide opportunities to share stories, experiences, and
familiar interests using detail . interests .
experiences, • Use appropriate volume to be heard by • Model appropriate volume and rate of speech when talking to a
and interests, a group (paying attention to inside and group .
speaking clearly outside voice) . • Encourage use of appropriate volume and pacing.
enough to be • Use appropriate pacing. • Speak to and engage students in group and individual
understood by
conversations daily .
all audiences
using appropriate • Re-phrase student’s sentence structure or grammar by
volume. repeating the sentence properly .
E. PRESENTATION OF KNOWLEDGE AND IDEAS – CONTEXT

Speak audibly and • Speak clearly. • Model appropriate volume and rate of speech.
express thoughts, • Use appropriate volume to be heard by • Provide opportunities to speak in small and large group settings.
feelings, and a group (paying attention to inside and • Encourage use of appropriate volume and pacing.
ideas clearly. outside voices) . • Speak to and engage students in group and individual
• Use appropriate pacing. conversations daily .
• Express thoughts, feelings and ideas • Re-phrase student’s sentence structure or grammar by repeating
clearly . the sentence properly .
G. CONVENTIONS OF STANDARD ENGLISH

Demonstrate • Speak using increasingly complex • Model the proper use of standard English when speaking.
command of sentences . • Provide multiple opportunities for oral language practice and
the conventions • Use common verbs and nouns. use .
of standard • Use past and future tense.
English when
• Use plurals including those which do
speaking, based
not end in “s .”
on Kindergarten
level and content. • Use pronouns.
• Use a variety of prepositions.
33

Languages and Literacy Development
Glossary

Alliteration—The repetition of initial consonant sounds . Genre—A category used to classify literary works, usually by
Antonym—A word that is the opposite of another word . form, technique, or content (prose, poetry) .
Basic Features of Print—Letters, words, and sentences Guided Reading—Teachers work with students at their instruc-
tional level to guide them in using context, visual, and structural
Characterization—The method an author uses to reveal char- cues .
acters and their various personalities .
Homophone—One of two or more words pronounced alike, but
Choral Reading—Reading of a text where an adult or an experi- different in spelling or meaning (hair/hare; road/rode).
enced reader reads a line of text and student repeats the line .
Informative—Something that contains useful, helpful, or rel-
Collaboration—The action of working with someone to produce evant information or details .
or create something .
Literary/Story Elements—The essential techniques used in
Collaborative Conversations—Also called reciprocal conversa- literature (characterization, setting, plot, theme, problem,
tion; knowing and following the back and forth rules of solution) .
conversation .
Literary Devices—Tools used by the author to enliven and
Compare—Place together characters, situations, or ideas to provide voice to the writing (dialogue, alliteration) .
show common or differing features in literary selections .
Main Idea—The most important or central thought of a para-
Context Clues—Information from the reading that identifies a graph or larger section of text, which tells the reader what the text
word or group of words . is about .
Conventions of Language—Mechanics, usage, and sentence Narrative—A story, actual or fictional, expressed orally or in
completeness . writing .
Credibility—The quality of being believable or worthy of trust . Onset—A sound in word that comes before the vowel .
Decoding—Analyzing text to identify and understand individual Phonemic Awareness—Ability to hear and identify parts of
reading . spoken language and auditory divide into phonemes .
Dialogic Reading—An effective strategy to enhance vocabulary, Phoneme—A sound unit of speech .
oral language skills, and comprehension .
Phonics—A way of teaching reading that stresses sound symbol
Dictation—The act of saying words aloud to be written down . relationships; refers to the relationship between the letters and
Emergent Literacy—One stage of literacy development; reading letter sounds of language .
and writing behaviors that precede and develop into convention Phonological Awareness—A broad term that includes phone-
and literacy . mic awareness . In addition to phonemes, phonological awareness
Environmental Print—The print of everyday life; symbols, refers to larger spoken units such as rhymes, words, syllables,
signs, numbers, colors, and logos found within the environment . and onsets and rimes .
Expressive Language—Being able to convey messages using Picture Walk—A pre-reading strategy that is an examination of
words . the text looking at pictures to gain an understanding of the story
Evaluate—Examine and judge carefully . and to illicit story related language in advance of reading the story .
Explanatory—Something that makes things more clear; in- Point of View—The way in which an author reveals characters,
tended to make people understand something by describing it or events, and ideas in telling a story; the vantage point from which
giving the reasons for it . the story is told .
Fine Motor—Demonstrate increased control of hand and eye Print Awareness—Ability to understand how print works .
coordination; using hands and fingers such as in writing, paint- Project-Based Learning—An instructional approach built
ing, drawing, modeling clay, or pinching clothespins . upon authentic learning activities that engage student interest and
Fluency—The clear, easy, written or spoken expression of ideas . motivation .
Freedom from word-identification problems which might hinder Reading Critically—Reading in which a questioning attitude,
comprehension in silent reading or the expression of ideas in oral logical analysis, and interference are used to judge the worth of
reading . text; evaluating relevancy and adequacy of what is read; the judg-
ment of validity or worth of what is read, based on sound criteria .
34

Reciprocal Conversations—Also called collaborative conversa- Shared Writing—Teacher and learner work together to compose
tions; knowing and following the back and forth rules of a message or story .
conversation . TIER I Words—Words that rarely require direct instruction and
Receptive Language—Being able to receive and give meaning typically do not have multiple meanings .
to message/words heard. TIER II Words—High-frequency words that occur across a vari-
Research—A systematic inquiry into a subject or problem to ety of domains; occur often in mature language situations such
discover, verify, or revise relevant facts or principles having to do as adult conversations and literature; TIER II words also contain
with that subject or problem . multiple meanings. (e.g., here/hear)
Rhyme—Correspondence of sound between words or the end- TIER III Words—Low-frequency words that occur in specific
ings of words . domains (including subjects in school, hobbies, occupations,
Rime—The part of a syllable that contains at least one vowel and geographic regions, technology, weather) .
all that follows . Tone—The attitude of the author toward the audience and char-
Shared Reading—Teachers guide the entire class through acters (serious or humorous) .
stories with a high level of support; sharing and reading a story Voice—The fluency, rhythm, and liveliness in writing that make it
together (echo reading, choral reading, or fill the gap reading) . unique to the writer .
35
Mathematical Thinking and Expression

Exploring, Processing, and Problem-Solving

2.1 Numbers and Operations

2.2 Algebraic Concepts
2.3 Geometry
2.4 Measurement, Data, and Probability
M
athematical learn- world and helps them construct
ing is a key element a solid foundation for future
of Science, Tech- success . By asking intentional
nology, Engineering, and Math questions, adults can help
(STEM) education . To fully encourage STEM concepts
understand math, children where children are iden-
must be able to connect math- tifying objects, making
ematical concepts to real-world comparisons, making
situations and across disci- predictions, testing ideas,
plines . Math skills are devel- and sharing discoveries, all
oped and based on children’s while investigating their envi-
experiences with their environ- ronment . Mathematical think-
ment, their interactions with ing is foundational and impor-
adults and other children, and their daily observations . tant to academic success in all subjects . All children are
Throughout the early years of life, children notice and capable of developing a strong knowledge of mathemat-
discover mathematical dimensions of their world . They ics in their earliest years . Math and science subjects are
compare quantities, find patterns, problem-solve, com- connected to other subject matters and the real world .
municate, and confront real problems such as balanc- Adults should tap into children’s natural curiosity and
ing a tall block building or angling a ramp to roll a ball give them ample opportunities to be active participants
down . Mathematics helps children make sense of their in their own learning .
Standards for Mathematical Practice

Habits of Mind of a Productive Mathematical Thinker
• Make sense of problems and persevere in solving them.
• Attend to precision.
Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing
• Reason abstractly and quantitatively. • Model with mathematics. • Look for and make use of structure.
• Construct viable arguments and • Use appropriate tools strategically. • Look for and express regularity in
critique the reasoning of others . repeated reasoning .
36
MATHEMATICAL THINKING AND EXPRESSION: EXPLORING, PROCESSING, AND PROBLEM-SOLVING

2.1 Numbers and Operations

BIG IDEAS: Mathematical relationships among numbers can be represented, compared, and communicated . Numeral quantities,
calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools . Mathematical relationships
can be represented as expressions, equations, and inequalities in mathematical situations . Patterns exhibit relationships that can be
extended, described, and generalized .
ESSENTIAL QUESTIONS: How is mathematics used to quantify, compare, represent, and model numbers? How can mathematics
support effective communication? How are relationships represented mathematically? How can expressions, equations, and
inequalities be used to quantify, solve, model, and/or analyze mathematical situations? What does it mean to estimate or analyze
numerical quantities? When is it is appropriate to estimate versus calculate? What makes a tool and/or strategy appropriate for a given
task? How can patterns be used to describe relationships in mathematical situations? How can recognizing repetition or regularity
assist in solving problems more efficiently?
A.1 COUNTING AND CARDINALITY – CARDINALITY

Know number • Count to 100. • Identify opportunities for students to write 0 and say zero to
names and write • Count forward beginning from a given represent the number of items left when all items have been
and recite the number within a known sequence taken away . (Avoid using the word none to represent this
count sequence. (instead of having to begin at 1) . situation . Find instances for which the response would be zero
• Name numerals 0–20. in real-world settings to provide experiences with the concept of
zero .)
• Represent a number of objects with a
written numeral 0–20 . • Provide number lines, number grids, five frame, tens frame to
represent numbers to 100 .
• Recognize that a number represents a
specific quantity . • Provide opportunities and support students’ rote counting (not
always starting with 1) through everyday activities and small
• Connect the quantity to a written
group activities .
symbol .
• Provide and display a number chart for reference and daily use.
• Continually check work by asking
questions . (e .g ., “Does this make • Provide activities and practice in ordering numbers.
sense?”) • Provide activities and practice in writing numerals to represent
or match a number or number set .
• Encourage appropriate handwriting formation of the numbers
0–9 .
A.2 COUNTING AND CARDINALITY – COUNTING

Apply one-to-one • Use one-to-one correspondence when • Extend, describe, and generalize number patterns.
correspondence counting to 20 . • Describe relationships in mathematical situations.
to count the • State the total number of objects • Model the process of and counting with one-to-one
number of counted, demonstrating understanding correspondence .
objects. that last number named tells the • Provide opportunities and support students’ counting with
number of objects counted . one-to-one correspondence . (e .g ., passing napkins out during
• Understand each successive number snack)
name refers to a quantity that is one • Provide different types of manipulatives. (e.g., chips, cubes,
larger when added to the given number . macaroni, ten frame, five frame)
• Solve addition and subtraction word
problems, and add and subtract within
10, by using objects or drawings to
represent the problem .
• Recognize that a number represents a
specific quantity .
• Continually check work by asking
questions . (e .g ., “Does this make
sense?”)
37
A.3 COUNTING AND CARDINALITY – COMPARING
Apply the concept • Identify whether the number of objects • Provide a variety of and varying amounts of materials for
of magnitude in one group is greater than, less than, comparison . (e .g ., shells, buttons, pebbles, cereal)
to compare or equal to the number of objects in • Help students describe similarities and differences of concrete
numbers and another group . (e .g ., using matching objects .
quantities. and counting strategies) • Provide opportunities for counting, reading, and writing
• Compare two numbers between 1 and numbers through various daily classroom activities .
10 presented as written numerals . • Provide opportunities to match sets to find which set is greater
• Develop mathematical communication than, less than, or equal to other sets .
skills . • Provide opportunities to compare two numbers between 1 and
• Use clear and precise language and 10 presented as written numerals .
discussions to justify own reasoning . • Provide daily opportunities to use mathematical vocabulary to
compare numbers and quantities .
B.1 NUMBERS AND OPERATIONS IN BASE TEN

2.1 K.B.1 The learner will: The adult will:
Use place-value • Compose and decompose numbers up • Use five and ten frames to provide visual representations of
to compose to 19 into ten and ones by using objects numbers .
and decompose or drawings . • Provide opportunities to practice counting sequences to identify
numbers within ú Record each composition or the pattern in the teen numbers .
19. decomposition by a drawing or • Describe, extend, and generalize number relationships while
equation . using a number line or number chart .
• Continually check work by asking • Provide opportunities for regrouping ones to tens.
questions . (e .g ., “Does this make • Provide opportunities to support counting, reading, and writing
sense?”) numbers through various classroom activities .
• Begin to discern a pattern or structure • Provide opportunities to use mathematical vocabulary to
that exists in teen numbers . show understanding of repetitive actions for counting and
computation . (e .g ., “one more” or “one less”)
38
2.2 Algebraic Concepts

BIG IDEAS: Mathematical relationships among numbers can be represented, compared, and communicated . Mathematical
relationships can be represented as expressions, equations, and inequalities in mathematical situations . Patterns exhibit relationships
that can be extended, described, and generalized .
ESSENTIAL QUESTIONS: How is mathematics used to quantify, compare, represent, and model numbers? How can mathematics
support effective communication? How are relationships represented mathematically? How can expressions, equations, and
inequalities be used to quantify, solve, model, and/or analyze mathematical situations? How can patterns be used to describe
relationships in mathematical situations? How can recognizing repetition or regularity assist in solving problems more efficiently?
A. OPERATIONS AND ALGEBRAIC THINKING

Extend the • Represent addition and subtraction. • Provide opportunities to practice addition by combining sets of
concepts of (e .g ., with objects, fingers, mental concrete objects .
putting together images, drawings, sounds, acting • Provide opportunities to practice subtraction by separating sets
and taking out situations, verbal explanations, of concrete objects .
apart to add and expressions, or equations) • Implement the strategy of “counting on” when counting two sets
subtract within • Decompose numbers less than or equal of objects joined together . (e .g ., 2 apples in one set and 3 apples
10. to 1 into pairs in more than one way, by in another set—say 2, 3, 4, 5, five apples in all)
using objects or drawings . • Provide daily opportunities to create number sentences up to
ú Record each decomposition through a the sum of 5 using manipulatives .
drawing or equation . • Provide opportunities to create and read number sentences in
• Find the number that makes 10, for any group settings and in learning centers .
number from 1 to 9, when added to the • Refer to subtraction and its symbol using the words minus or
given number . subtract .
• Solve addition and subtraction word • Provide instructional experiences so students’ progress from
problems, and add and subtract within the concrete level, to the pictorial level, then to the abstract level
10, by using objects, drawings, or when learning mathematical concepts .
equations .
• Provide strategies to build understanding with joining and
• Begin to discern a pattern or structure separating quantities .
in equations of addition and subtraction .
• Provide concrete objects to solve problems.
• Experiment with representing problem
• Provide concrete examples to recognize that 3 + 2 = 5 and 2
situations in multiple ways including
+3 =5 while using math vocabulary.
numbers, words (e .g . mathematical
language), drawing pictures, using
objects, acting out, making a chart or
list, creating equations, etc .
• Connect the different representations
and explain the connections .
39

2.3 Geometry

BIG IDEAS: Patterns exhibit relationships that can be extended, described, and generalized . Geometric relationships can be described,
analyzed, and classified based on spatial reasoning and/or visualization.
ESSENTIAL QUESTIONS: How can patterns be used to describe relationships in mathematical situations? How can recognizing
repetition or regularity assist in solving problems more efficiently? How are spatial relationships, including shape and dimension,
used to draw, construct, model, and represent real situations or solve problems? How can the application of the attributes of geometric
shapes support mathematical reasoning and problem solving? How can geometric properties and theorems be used to describe,
model, and analyze situations?
A.1 GEOMETRY – IDENTIFICATION

Identify and • Identify shapes as two-dimensional or • Model the process of recognizing and describing the properties
describe two- three-dimensional . of naming geometric shapes . (e .g ., line segment, diagonal,
and three- • Name shapes regardless of their angle, length, width, height)
dimensional orientations or overall size . • Provide opportunities and support in locating geometric shapes
shapes. • Use simple shapes to compose larger within the environment .
shapes . • Provide opportunities and support in describing the attributes of
• Compare two representations side-by- shapes .
side and explain their connections . • Provide two- and three-dimensional shapes.
• Use clear and precise language in
discussions with others and in own
reasoning .
A.2 GEOMETRY – APPLICATION

Analyze, • Describe objects in the environment • Provide materials and support in creating shapes. (e.g.,
compare, create, using names of shapes . toothpicks, Popsicle sticks, foam shapes, playdough, straws)
and compose • Describe the relative positions of objects • Model how a shape can be turned in different ways and remain
two- and three- using appropriate terms . (e .g ., above, the same shape .
dimensional below, beside, in front, behind, next to) • Use appropriate vocabulary related to geometry to describe two-
shapes. • Analyze and compare two- and three- and three-dimensional shapes .
dimensional shapes, in different sizes • Provide daily opportunities to explore and apply understanding
and orientations, using informal of geometry .
language to describe their similarities, • Provide opportunities to develop a logical argument to support
differences, parts, and other attributes . understanding of two- and three-dimensional shapes .
• Model shapes in the world by building • Provide opportunities to explore the classroom to find and
shapes . identify two- and three-dimensional shapes .
• Construct arguments using concrete
referents . (e .g ., objects, pictures,
drawing, and actions)
• Develop mathematical communication
skills as they participate in
mathematical discussions .
40

2.4 Measurement, Data, and Probability

BIG IDEAS: Numerical quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and
tools . Measurement attributes can be quantified, and estimated using customary and non-customary units of measure . Data can be
modeled and used to make inferences . Mathematical relations and functions can be molded through multiple representations and
analyzed to raise and answer questions .
ESSENTIAL QUESTIONS: What does it mean to estimate or analyze numerical quantities? When is it appropriate to estimate versus
calculate? What makes a tool and/or strategy appropriate for a given task? Why does “what” we measure influence “how” we measure?
In what ways are the mathematical attributes of objects or processes measured, calculated, and/or interpreted? How precise do
measurements and calculations need to be? How does the type of data influence the choice of display? How can probability and data
analysis be used to make predictions? How can data be organized and represented to provide insight into the relationship between
qualities?
A.1 MEASUREMENT AND DATA – MEASUREMENT

Describe • Describe measurable attributes of • Demonstrate how to measure objects starting at an end point
and compare objects . (e .g ., length, weight, area, or and adding on cubes until the cubes are equal in length to the
attributes of capacity) object they are measuring .
length, area, • Describe several measurable attributes • Provide daily opportunities to use appropriate measurement
weight, and of a single object . vocabulary . (e .g ., incorporate comparative and spatial
capacity of • Compare two objects with a vocabulary to compare, locate, and identify positions in space)
everyday objects. measureable attribute in common . • Provide interesting items for comparison in learning activities.
• Consider the available tools (large group, small group, center time)
(including estimation) when solving a • Design and provide activities to help students recognize the
mathematical problem . attributes of length, weight, time, and volume .
• Decide when certain tools might be • Create measurement math stories that require students to
helpful . determine which measuring tool to use . (e .g ., What would
I need to do to find out how long I brush my teeth in the
morning?)
• Provide sequence activities.
A.4 MEASUREMENT AND DATA – DATA

Classify objects • Classify up to 20 objects into categories • Introduce and use measurement and comparative vocabulary
and count the using one attribute . • Practice one-to-one matching to reinforce number conservation
number of objects ú Display the number of objects in each concept . (e .g ., size versus number of objects)
in each category. category . • Pose questions about number conservation.
ú Count and compare the quantities of • Provide opportunities to develop a logical argument to describe
each category . the differences and relationships with classified objects .
ú Describe the difference . • Provide opportunities to use concrete objects to sort and classify
• Construct arguments using concrete independently and in small groups .
objects to classify items . (e .g ., ask “Why
is this true?” “Does this make sense?”)
• Connect the different representations
and explain the connections .
41

Mathematical Thinking and Expression
Glossary

Algebraic Expression—A group of numbers, symbols, and Number Sense—Understanding of numbers and their quantities .
variables that express a single series of operations . Ordinal Number—A whole number that names the position of
Ascending Order—A listing in which numbers or terms are an object in a sequence .
organized in increasing value . Pictograph—A graph that uses pictures or symbols to represent
Attribute—A quality or feature regarded as a characteristic or data .
inherent part of someone or something . Place Value—The value of the position of a digit in a numeral .
Bar Graph—A graph in which horizontal or vertical bars repre- Probability—The measure of the likelihood of an event
sent data . occurring .
Cardinality—The number of elements in a set or other grouping . Reflection—A transformation creating a mirror image of a figure
Concrete Objects—Physical objects used to represent math- on the opposite side of a line .
ematical situations . Seriation—Arranging objects in order by size or position in
Counting On—Given two sets of objects in which to find the space (arrange in a series of pattern) .
sum; learner counts one set and then counts on from the first Spatial Sense—Building and manipulating mental representa-
set to the second set (3 apples in one set, 1 apple in other set – tions of two- and three-dimensional objects .
learner says 1 – 2 – 3 and then 4; there are 4 in all) .

Standard Measurement—A measure determined by the use
Data—Information gathered by observation, questioning, or of standard units . (e .g ., inches, feet, pounds, cups, pints, gallons,
measurement, usually expressed with numbers . centimeters, meters, kilos, milliliters, liters)
Descending Order—A listing in which numbers or terms are Subitize—To perceive the number of (a group of items) at a
organized in decreasing value . glance and without counting .
Graph—A pictorial device that shows a relationship between Symbol—A sign used to represent something .
variables or sets of data .

Symmetry—An attribute of a shape or relation; an exact reflec-
Manipulatives—A wide variety of physical materials, objects, tion of a form on opposite sides of a dividing line or place .
and supplies that students use to foster mathematical learning .

Three-dimensional—Involving or relating to three dimensions
Non-Standard Measurement—A measure that is not deter- or aspects; giving the illusion of depth .
mined by the use of standard units (paper clips, blocks) .

Two-dimensional—Having only two dimensions, especially
Numerical Operations—Place value, number sense, count- length and width .
ing, correspondence, comparison, ordering numbers, addition,

subtraction (joining/separating sets). Whole Numbers—The set of numbers consisting of the count-
ing numbers and zero .
42
Scientific Thinking and Technology

Exploring, Scientific Inquiry, and Discovery

3.1A Biological Sciences – Living and 4.1 Environment and Ecology – Ecology
Nonliving Organisms
4.2 Environment and Ecology –
3.1B Biological Sciences – Genetics Watersheds and Wetlands
3.1C Biological Sciences – Evolution 4.3 Environment and Ecology –
Agriculture and Society
3.2A Physical Sciences – Chemistry
4.4 Environment and Ecology –
3.2B Physical Sciences – Physics Humans and the Environment
3.3A Earth and Space Sciences – Earth 15.4 Computer and Information
Structures, Processes, and Cycles Technology
C Facilitating
hildren are born with

natural curiosity and
Scientific Inquiry
A
the innate science and
math skills to interpret and dults facilitate scientific
respond to the world . Children inquiry when class-
learn about Science, Technology, rooms or learning
Engineering, and Math (STEM) environments are struc-
concepts through play . They tured to promote curios-
explore, experiment, invent, ity . Scientific inquiry is
design and test solutions, and the active search for knowl-
form ideas about how the world edge and occurs most success-
works . Technology, engineering, fully when adults intentionally
and math are the application of create activities and experiences
science to the design, creation, that allow students to use previ-
and construction of things . Students ously learned knowledge to
who are given opportunities to conduct experi- understand new information . One role of the
ments, gather data, and make conclusions are adult during this active exploration is to
developing skills that support discovery about the scaffold students’ thinking by asking open-
natural world and scientific inquiry . Adults support ended questions . Open-ended questions en-
science in play by providing an engaging environment courage problem-solving and support students’ learning
and facilitating appropriately . Scientific play is enhanced of the world around them . Open-ended questions are
with natural objects . High-quality early learning environ- a more effective strategy to encourage learning and
ments provide students with the structure in which to critical thinking when compared to closed questions,
build upon their natural desire to explore, build, and which typically result in short answers that don’t provide
question . Adults must acknowledge and support stu- insight into students’ thinking . When learning environ-
dents in extending their curiosity through the scientific ments are structured to promote curiosity, students use
process of inquiry, observing, asking questions, forming strategies that are based on scientific inquiry .
hypothesis, investigating, gathering data, drawing con-
clusions, and building ideas that lead to new questions .
43
SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, SCIENTIFIC INQUIRY, AND DISCOVERY

3.1 Biological Sciences

BIG IDEAS: Living things have unique characteristics which differ from nonliving things . The characteristics of living things can be
observed and studied .
ESSENTIAL QUESTIONS: In what ways do living and nonliving things differ? What are similarities, differences, and patterns of living
things?
A. LIVING AND NONLIVING ORGANISMS

1. COMMON CHARACTERISTICS OF LIFE
Identify the • Identify living and nonliving things. • Use various strategies to make comparisons. (e.g., charts or
similarities • Sort objects by living and nonliving. Venn diagrams)
and differences • Observe and document the growth of a • Display real objects as examples of living and nonliving things.
of living and living thing. (e.g., drawing, writing, and/ • Provide literature connections. (e.g., nonfiction and fiction)
nonliving things. or photos) • Provide ways to document and illustrate observations and
• Sort animals according to their body discoveries .
coverings . (e .g ., fur, feathers, scales) • Provide inquiry time for exploration.
• Sort plants. (e.g., size, type of leaf, • Provide simple tools (e.g., magnifying glass, ruler, scale, magic
flowering or non-flowering) scope) for hands-on exploration .
• Identify characteristics that living things • Ask open-ended questions to encourage further investigation.
have in common . (e .g ., air, food, water, • Facilitate a discussion of students’ findings from investigations.
reproduce)
2. ENERGY FLOW

Emerging to … The learner will: The adult will:
Investigate the • Identify what plants and animals need to • Provide inquiry time for exploration.
dependence of survive in a suitable habitat . (e .g ., food, • Ask open-ended questions to encourage further investigations.
living things on air, water, shelter, space, sunlight) • Provide literature connections. (e.g., nonfiction and fiction—
the sun’s energy, • Identify how a plant or animal acquires real or virtual)
water, food/ basic needs in its habitat . • Ask students to analyze and illustrate basic needs. (e.g., food,
nutrients, air, • Compare and contrast ways plants and water, shelter, and space to survive)
living space, and animals acquire basic needs .
shelter.
3. LIFE CYCLES

Observe, • Observe, describe, and document the • Provide illustrations to demonstrate stages in life cycles.
compare, and growth of living things . (e .g ., drawing, • Provide opportunities to observe plants or animals over time.
describe stages writing, and/or photos) • Provide opportunities to create and label a plant diagram.
of life cycles for • Observe, describe, and document the • Provide inquiry time for exploration.
plants and/or life cycle of a living organism .
animals. • Provide simple tools (e.g., magnifying glass, ruler, scale, magic
• Create and label a diagram to scope) for hands-on exploration .
demonstrate the life cycle of a living
• Ask open-ended questions to encourage further investigation.
organism .
• Facilitate a discussion of students’ findings from investigations.
• Observe the life cycle of an animal. (e.g.,
frog, butterfly)
• Observe the life cycle of a plant. (e.g.,
vegetable, flower)
• Answer questions to compare life cycles.
44
5. FORM AND FUNCTION
Observe and • Describe how features of animals help • Provide literature connections (e.g., nonfiction and fiction) to
describe them to survive. (e.g., wings/fly, talons/ explore features of animals .
structures and grab, quills/protect, eyes/sight) • Use diagrams to demonstrate features of animals.
behaviors of • Create a diagram and label specific • Provide inquiry time for exploration.
a variety of features an animal needs to survive . • Provide simple tools (e.g., magnifying glass, ruler, scale, magic
common animals. • Model how an animal’s feature scope) for hands-on exploration .
functions . (e .g ., howler monkey’s use of • Ask open-ended questions to encourage further investigation.
loud voice to communicate)
9. SCIENCE AS INQUIRY

Participate in • Distinguish between scientific fact and • Ask “what if” questions.
investigations opinion . • Compare and contrast materials.
about living and/ • Ask questions about objects, organisms, • Provide opportunities to observe and explore (e.g., hands-on
or nonliving and events . experimentation) to build a broader base of knowledge from
things to answer a • Understand that all scientific which to construct new ideas .
question or to test investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
a prediction. answering questions and comparing the opportunity for presentation .
answer with what is already known . • Ask open-ended questions to encourage further investigations.
• Plan and conduct a simple investigation • Facilitate a discussion of students’ findings from investigations.
and understand that different questions
• Provide simple equipment (e.g., magnifying glass, microscope)
require different kinds of investigations .
to gather data .
• Use simple equipment (e.g., tools,
other technologies) to gather data and
understand that this allows scientists
to collect more information than
relying only on their senses to gather
information .
• Use data/evidence to construct
explanations and understand that
scientists develop explanations based on
their evidence and compare them with
their current scientific knowledge .
• Communicate procedures and
explanations giving priority to evidence
and understanding that scientists share
findings .
45
B. GENETICS
1. HEREDITY
Observe and • Notice characteristics that are common • Provide pictures of adults and offspring for identification of
describe how within a species . (e .g ., fur, feathers, inherited physical characteristics .
young animals scales, skin) • Display family photographs.
resemble their • Observe, communicate, and organize • Provide inquiry time for exploration.
parents and other data to identify similarities and • Ask open-ended questions to encourage further investigation.
animals of the differences among species .
same kind. • Facilitate a discussion of students’ findings from investigations.
• Use evidence to describe patterns of
variation of a trait across individuals
of the same kind of organism . (e .g .,
climate adaptations—blubber,
environment)

Participate • Distinguish between scientific fact and • Ask “what if” questions.
in simple opinion . • Compare and contrast materials.
investigations • Ask questions about objects, organisms, • Provide opportunities to observe and explore (e.g., hands-on
of physical and events . experimentation) to build a broader base of knowledge from
characteristics of • Understand that all scientific which to construct new ideas .
living things from investigations involve asking and • Provide inquiry time for exploration (e.g. hands-on) and
same species answering questions and comparing the opportunity for presentation .
to answer a answer with what is already known .
question or test a • Ask open-ended questions to encourage further investigations.
prediction.
to gather data .
• Use simple equipment (e.g. tools,
information .
findings .
46
C. EVOLUTION
2. ADAPTATION
3.1 K.C.2 The learner will: The adult will:
Describe changes • Describe how species adapt to seasonal • List and discuss animals that hibernate or migrate.
animals and temperature change . • List types of seasonal clothing.
plants undergo • Observe and record the behavior of • Compare and contrast animal adaptations that help them
throughout the local species in preparation for seasonal survive. (e.g., polar bear—white fur/black skin; beaver—
seasons. change . waterproof fur)
• Identify animal adaptations that help • Compare and contrast plant adaptations for survival throughout
them to survive . (e .g ., webbed toes of the seasons . (e .g ., cactus—spines protect in the desert)
a frog, wings on a bird, giraffe’s long • Provide literature connections. (e.g., fiction and nonfiction)
neck)
• Provide inquiry time for exploration.
• Identify plant adaptations for the
• Ask open-ended questions to encourage further investigations.
seasons . (e .g ., dormant trees, evergreen
stays the same) • Facilitate a discussion of students’ findings from investigations.
• Name ways humans adapt for the
seasons . (e .g ., clothing)
3. UNIFYING THEMES (Constancy and Change)

Describe changes • Describe why animals need to hibernate • Provide inquiry time for exploration.
that occur as a or migrate . • Ask open-ended questions to encourage further investigation.
result of climate. • Describe how species adapt to • Facilitate a discussion of students’ findings from investigations.
temperature change .
47
of changes in and events . experimentation) to build a broader base of knowledge from
animals to answer • Understand that all scientific which to construct new ideas .
a question or test investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
a prediction. answering questions and comparing the opportunity for presentation .
to gather data .
information .
findings .
3.2 Physical Sciences

BIG IDEA: Physical properties help us to understand the world .
ESSENTIAL QUESTIONS: What are physical properties of objects? How are physical properties of objects discovered? What effect
does energy have on the physical properties of objects?
A. CHEMISTRY
1. PROPERTIES OF MATTER
Identify and • Observe, describe, and classify (e.g., • Provide materials (e.g., various manipulatives of all types) to
classify objects compare and contrast) matter by sort and classify .
by observable properties and uses . (e .g ., size, color, • Provide opportunities to use simple equipment (e.g., ruler,
properties of shape, weight, solid, liquid, gas, other balance, thermometer) to observe, describe, and classify matter .
matter. attributes) • Compare and contrast properties of matter.
Compare • Use simple equipment (e.g., ruler, • Ask open-ended questions to encourage further investigation.
different kinds balance, thermometer) to observe,
of materials and describe, and classify matter .
discuss their • Provide simple equipment (e.g., magnifying glass, microscope)
uses. to gather data .
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3. MATTER AND ENERGY – EVALUATING ARGUMENTS
Describe the • Prove that matter can change (e.g., • Ask open-ended questions to encourage further investigation.
way matter can chocolate melts) and support with • Facilitate a discussion of students’ findings from investigations.
change. evidence . • Provide simple equipment (e.g., magnifying glass, microscope)
• Describe what happens when to gather data .
ingredients are combined . (e .g ., ocean • Model appropriate vocabulary during hands-on exploration.
in a bottle)
• Make predictions based on prior
knowledge and experience .
• Ask questions during an investigation.
5. UNIFYING THEMES

Recognize that • Identify solid, liquid, and gas when • Ask open-ended questions to encourage further investigation.
everything is presented with real objects or pictures . • Facilitate a discussion of students’ findings from investigations.
made of matter. • Recognize that matter takes on different • Provide simple equipment (e.g., magnifying glass, microscope)
shapes depending upon its type . (e .g ., to gather data .
solids have a shape, liquids take the • Provide literature (e.g., nonfiction and fiction) to support
shape of their container, gas lacks connections .
shape)

investigations of • Ask questions about objects, organisms, • Provide opportunities to observe and explore (e.g., hands-on
matter to answer and events . experimentation) to build a broader base of knowledge from
a question or to • Understand that all scientific which to construct new ideas .
test a prediction. investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
answering questions and comparing the opportunity for presentation .
to gather data .
information .
findings .
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B. PHYSICS
3. HEAT/HEAT TRANSFER
Describe how • Describe how species adapt to • Ask open-ended questions to encourage further investigation.
temperature can temperature change . • Facilitate a discussion of students’ findings from investigations.
affect the body. • Name ways humans adapt to the • Provide simple equipment (e.g., magnifying glass, microscope)
seasons . (e .g ., clothing) to gather data .
• Identify physical changes relating to • Provide literature connections. (e.g., nonfiction and fiction)
temperature . (e .g ., perspiration in heat, • Provide connection to seasonal changes by modeling clothing.
shiver/goose bumps in cold)
6. UNIFYING THEMES (Energy)

Recognize that • Identify plants need sunlight to grow. • Provide experiments that use sunlight.
light from the sun • Understand the sun is the largest source • Provide literature connections. (e.g., nonfiction and fiction)
is an important of energy . • Facilitate a discussion of students’ findings from investigations.
source of energy • Recognize the sun is essential for • Provide simple equipment (e.g., magnifying glass, microscope)
for living and survival . to gather data .
nonliving systems
and some source • Provide inquiry time for exploration (e.g., hands-on) and
of energy is opportunity for presentation .
needed for all • Provide opportunities for students to observe how sunlight is
organisms to stay needed for survival . (e .g ., plants)
alive and grow. • Encourage documentation of observations in journals.
• Encourage collaboration and discussion among peers.
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7. SCIENCE OF INQUIRY
of energy and and events . experimentation) to build a broader base of knowledge from
motion to answer • Understand that all scientific which to construct new ideas .
a question or to investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
test a prediction. answering questions and comparing the opportunity for presentation .
to gather data .
information .
findings .
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3.3 Earth and Space Sciences

BIG IDEA: The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants .
ESSENTIAL QUESTIONS: What structures, processes, and cycles make up the earth? How do the various structures, processes, and
cycles affect the earth’s inhabitants? How do we know the earth is part of a larger solar system?
A. EARTH STRUCTURE, PROCESSES, AND CYCLES
1. EARTH FEATURES AND THE PROCESSES THAT CHANGE THEM
Distinguish • Use vocabulary to describe features of • Provide opportunities to view different land forms. (e.g., text,
between three Earth . (e .g ., flat land, hills, mountains) illustration, technology)
types of earth • Identify, describe, and compare • Take a field trip (e.g., real or virtual) to experience different land
materials—rock, similarities and differences of land forms .
soil, and sand. types . • Provide opportunities with art materials. (e.g., model land forms)
• Identify, describe and compare types of • Create a mural that illustrates the concepts of flat land, hills,
earth materials . (e .g ., rock, soil, clay, and mountains .
sand) • Provide inquiry time for exploration (e.g., hands-on) and
opportunity for presentation .
• Ask open-ended questions to encourage further investigation.
• Provide materials (e.g., rocks, pebbles, soil, sand) of different
colors, sizes, and shapes for sorting and comparison .
4. WATER

Identify sources • Identify sources of water (e.g., stream, • Provide opportunities for exploration of water. (e.g., icicles,
of water pond, lake, ocean) and its use . snow)
for human • Recognize that water is a commonly • Talk about sources of water.
consumption and used natural resource . (e .g ., drinking, • Provide literature connections (e.g., nonfiction and fiction)
use. cooking, bathing) about fresh and salt water .
• Identify that water comes in different • Provide inquiry time for exploration (e.g., hands-on) and
forms . (e .g ., ice cube, icicle, snowflake, opportunity for presentation .
glacier) • Ask open-ended questions to encourage further investigation.
• Brainstorm ways water can be used.
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5. WEATHER AND CLIMATE
Record daily • Discuss weather as it pertains to • Provide materials to investigate weather concepts. (e.g., cloud in
weather meaningful events . (e .g ., going outside a jar, making hail, wind vane)
conditions using for recess, going on a field trip) • Use various sources (e.g., online) to discuss weather. (e.g., local,
simple charts and • Read a thermometer. state, country, world)
graphs. • Observe, record, and share local • Provide opportunities to conduct weather experiments.
Identify seasonal weather conditions . (e .g ., graphing) • Provide opportunities to chart the daily temperature. (e.g., look
changes in the • Observe, record, and describe weather for patterns)
environment. changes over time . • Provide literature connections (e.g., nonfiction and fiction) on
Distinguish • Identify patterns in weather. weather change and seasons .
between types of
• Describe changes in seasons.
precipitation.
• Distinguish between types of
precipitation .

investigations of • Ask questions about objects, organisms, • Provide opportunities to observe and explore (e.g., hands-on
earth structures, and events . experimentation) to build a broader base of knowledge from
processes, and • Understand that all scientific which to construct new ideas .
cycles to answer a investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
question or to test answering questions and comparing the opportunity for presentation .
a prediction. answer with what is already known . • Ask open-ended questions to encourage further investigations.
to gather data .
information .
findings .
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B. ORIGIN AND EVOLUTION OF THE UNIVERSE
3. SCIENCE OF INQUIRY
of the objects and events . experimentation) to build a broader base of knowledge from
found in the day • Understand that all scientific which to construct new ideas .
or night sky to investigations involve asking and • Provide inquiry time for exploration (e.g., hands-on) and
answer a question answering questions and comparing the opportunity for presentation .
or to test a answer with what is already known .
prediction. • Ask open-ended questions to encourage further investigations.
to gather data .
information .
findings .
Environment and Ecology

BIG IDEAS: People live in an environment . People share the environment with other living things . People are impacted and have
impact on the environment .
ESSENTIAL QUESTIONS: How can I describe my immediate environment? In what ways can I use the environment? How does what
I do (positive or negative) affect my environment?
4.1 ECOLOGY
A. THE ENVIRONMENT
Identify the • Identify living and nonliving things • Use various strategies to make comparisons. (e.g., charts or
similarities in the immediate and surrounding Venn diagrams)
and differences environment . • Display real objects as examples of living and nonliving things.
of living and • Sort objects by living and nonliving. • Provide literature connections. (e.g., nonfiction and fiction)
nonliving things • Observe and document the growth of a • Provide inquiry time for exploration.
within the living thing. (e.g., drawing, writing, and/
immediate and • Provide simple tools (e.g., magnifying glass, ruler, scale,
or photos) microscope) for hands-on exploration .
surrounding
• Compare and contrast characteristics of • Ask open-ended questions to encourage further investigation.
environment.
living and nonliving things .
54
D. BIODIVERSITY
Observe and • Identify what living things need to grow • Provide inquiry time for exploration.
describe what and thrive . (e .g ., water, sunlight, air, • Provide simple tools (e.g., magnifying glass, ruler, scale,
happens to living food, shelter) microscope) for hands-on exploration .
things when • Predict outcome when needs are not • Ask open-ended questions to encourage further investigation.
needs are met. met . (e .g ., take away water) • Facilitate a discussion of students’ findings from investigations.
• Describe outcome when needs are not
met . (e .g ., plant dies)
• Identify “why” an outcome occurred.
(e .g ., no water available)
E. SUCCESSION

Identify how • Describe people, places, and things • Provide inquiry time for exploration.
the changes of throughout the seasons . (e .g ., fall— • Provide simple tools (e.g., magnifying glass, ruler, scale,
seasons affect apple harvest, leaves falling, warmer microscope, technology) for hands-on exploration .
their local clothing; summer—strawberry picking, • Ask open-ended questions to encourage further investigation.
environment. sweet corn)
• Explain how environment is affected by
• Provide literature connections. (e.g., nonfiction and fiction)
season change .
• Observe and compare similarities and
differences in environment due to
season change .
4.2 WATERSHEDS AND WETLANDS
A. WATERSHEDS
Identify • Identify sun as the source responsible • Model stages of the water cycle.
components of a for the water cycle . • Discuss vocabulary related to water cycle.
water cycle. • Sequence pictures depicting the stages • Provide inquiry time for exploration.
of the water cycle . • Ask open-ended questions to encourage further investigation.
• Describe stages of the water cycle. • Facilitate a discussion of students’ findings from investigations.
(e .g ., evaporation, condensation,
precipitation)
55
B. WETLANDS
Differentiate • Identify a terrestrial habitat. (e.g., forest) • Explicitly use the word “ecosystem” and define using terms
between • Identify an aquatic habitat. (e.g., pond, students will understand .
terrestrial, river) • Explicitly use the words “wetland,” “terrestrial,” and “aquatic”
aquatic, • Understand an ecosystem as a and define using terms students will understand .
and wetland community of living things and • Read books about wetlands, terrestrial, and aquatic ecosystems
ecosystems in everything surrounding . within Pennsylvania .
Pennsylvania.
• Understand a wetland as an ecosystem • Take a field trip (e.g., virtual or real) to a wetland, terrestrial, or
in which living things depend on large aquatic ecosystem .
amounts of water for survival . (e .g ., frog, • Engage a local expert (e.g., game commission, high school or
newt) college professional) as a guest speaker .
• Participate in classroom activities about
wetlands .
C. AQUATIC ECOSYSTEM

Identify that • Identify living components in an aquatic • Introduce and discuss various living components in an aquatic
there are living habitat . (e .g ., algae, fish, crayfish, habitat . (e .g ., algae, fish, crayfish, dragonfly nymphs)
and nonliving dragonfly nymphs) • Introduce and discuss various nonliving components in an
components in an • Identify nonliving components in an aquatic habitat . (e .g ., rock, soil, trash, water)
aquatic habitat. aquatic habitat . (e .g ., rock, soil, trash, • Facilitate a field trip (e.g., real or virtual) to an aquatic habitat.
water) • Ask open-ended questions to encourage conversation.
• Compare and contrast living and • Provide literature connections. (e.g., nonfiction or fiction)
nonliving components of an aquatic
• Provide opportunities to observe aquatic habitats in the
habitat .
classroom . (e .g ., turtle tank, fish, frog)
4.3 NATURAL RESOURCES

A. USE OF NATURAL RESOURCES
Identify some • Identify renewable resources. (e.g., air, • Share examples of renewable resources. (e.g., air, water, plants,
renewable water, plants, solar energy) solar energy)
resources used in • Provide literature connections. (e.g., nonfiction and fiction)
the classroom. • Ask open-ended questions to encourage conversation.
• Discuss connection of object to renewable resource. (e.g.,
paper—tree)
B. AVAILABILITY OF NATURAL RESOURCES

Recognize the • Identify natural resources. (e.g., air, • Model ways to conserve natural resources. (e.g., turn off
importance water, soil, plants, animals, rocks, electronics, walk or ride bike versus car, carpooling)
of conserving minerals) • Provide literature connections. (e.g., nonfiction and fiction)
natural • Identify ways to conserve natural • Provide inquiry time for exploration.
resources. resources . (e .g ., turn lights off, turn • Ask open-ended questions to encourage further investigation.
faucet off after use)
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4.4 AGRICULTURE AND SOCIETY
A. FOOD AND FIBER SYSTEMS
Identify common • Identify common plants found in • Provide opportunities to investigate agriculture systems. (e.g.,
plants and Pennsylvania agricultural systems . (e .g ., real or virtual)
animals found marigolds, corn, apple, mushroom, • Provide literature connection. (e.g., nonfiction and fiction)
in Pennsylvania carrot, pepper, tomato, wheat, fruit) • Provide inquiry time for exploration.
agricultural • Identify common animals found in • Ask open-ended questions to encourage further investigations.
systems. Pennsylvania agricultural systems (e .g .
• Facilitate a field trip (real or virtual) to an agriculture system
chicken, cow, pig, goat, sheep)
(e .g . orchard, farm, greenhouse)
C. APPLYING SCIENCES TO AGRICULTURE

Observe and • Observe, describe, and document the • Provide illustrations to demonstrate stages in life cycles.
describe stages growth of living things . (e .g ., drawing, • Provide opportunities to observe plants or animals over time.
of life cycles writing, and/or photos) (e .g ., classroom garden)
for plants and • Observe, describe, and document a life • Provide opportunities to create and label a life cycle diagram.
animals. cycle of a living organism . • Provide inquiry time for exploration. (e.g., seed or vegetable/
• Create and label a diagram to fruit comparison)
demonstrate the life cycle of a living • Provide simple tools (e.g., magnifying glass, ruler, scale,
organism . microscope) for hands-on exploration .
• Observe the life cycle of an animal. (e.g., • Ask open-ended questions to encourage further investigation.
egg to chicken or duck)
• Observe the life cycle of a plant. (e.g.,
vegetable, fruit)
D. TECHNOLOGY INFLUENCES ON AGRICULTURE

Identify tools • Identify the purpose of tools. • Provide inquiry time for exploration. (e.g., real, virtual or
and machinery • Identify and discuss tools used in pictorial)
commonly used in agriculture . (e .g ., spade, pitchfork, hoe, • Ask open-ended questions to encourage further investigation.
agriculture. rake, wheelbarrow, ax, watering tools, • Provide literature connections. (e.g., nonfiction and fiction)
shears) • Facilitate a field trip (e.g., real or virtual) to an agriculture
• Identify the purpose of machinery. system . (e .g ., orchard, farm, greenhouse)
• Identify and discuss machinery used in
agriculture . (e .g ., backhoe, combine,
tractor, rototiller, plow, milking system)
57
4.5 HUMANS AND THE ENVIRONMENT
A. SUSTAINABILITY
Identify what • Identify and discuss the purposes of • Provide inquiry time for exploration. (e.g., real, virtual, or
people use in water . (e .g ., drinking, bathing) pictorial)
their everyday • Identify and discuss the purposes of • Ask open-ended questions to encourage further investigation.
life. wood . (e .g ., heat, shelter, pencil, paper) • Provide literature connections. (e.g., nonfiction and fiction)
• Identify and discuss the purposes • Provide concrete examples for hands-on exploration. (e.g., coal,
of energy . (e .g ., oil, coal, solar, wind wood, leather, clothing, cotton, wool)
energy) • Engage a local expert as a guest speaker.
• Identify resources used for clothing.
(e .g ., cotton, wool, leather)
• Describe uses of Earth materials. (e.g.,
rock, sand, pebbles, wood)
B. INTEGRATED PEST MANAGEMENT

Identify • Define and discuss pests. • Provide inquiry time for exploration. (e.g., real, virtual, or
common pests • Identify pests found in the environment. pictorial)
in our homes, (e .g ., stink bug, roach, mice, mosquito, • Ask open-ended questions to encourage further investigation.
gardens, and gnat, tick, ant, flea, weeds) • Provide literature connections. (e.g., nonfiction and fiction)
neighborhoods. • Brainstorm ways to control pests. (e.g., • Engage a local expert as a guest speaker.
ladybug eats aphid, pesticide, herbicide,
traps, screens)
C. POLLUTION

Identify different • Define and discuss pollution. • Provide inquiry time for exploration. (e.g., real, virtual or
types of pollution • Identify types of pollution. (e.g., water, pictorial)
(land, water or air, land) • Ask open-ended questions to encourage further investigation.
air) and their • Discuss sources of pollution. (e.g., • Provide literature connections. (e.g., nonfiction and fiction)
sources. human—litter, trash; vehicle/power • Engage a local expert as a guest speaker.
plant/factory exhaust; farm; pesticides) • Provide opportunities for students to distinguish between a
healthy and harmful environment .
D. WASTE MANAGEMENT

Identify waste and • Define and discuss the term waste. (e.g., • Provide examples of waste.
practice ways to plastic, paper, aluminum can, food, • Model ways to reduce, reuse, and recycle.
reduce, reuse and glass, cardboard, water, electricity) • Connect waste management strategies to Earth Day.
recycle. • Identify ways to reduce, reuse, and • Provide opportunities for students to sort different artifacts.
recycle waste . (e .g ., use of cloth bag, (e .g ., paper, plastic, can)
hand-me-downs, compost, carpool)
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15.4 Computer and Information Technology

BIG IDEAS: Technology impacts daily living and can be used as a tool for exploring and understanding the world, as well as
communicating with one another . The media (e .g ., music, books, maps, TV programming, newspapers, magazines, movies, Internet,
applications, advertising) constructed with available technology conveys a message that can be read, interpreted, and evaluated .
ESSENTIAL QUESTIONS: How do I choose the correct technology for a task? Can I use various technologies appropriately? How do I
read, interpret, and evaluate media?
A. INFLUENCE OF EMERGING TECHNOLOGIES

Identify various • Label technology with appropriate • Provide technological equipment that children can use
technologies used vocabulary when using or shown . (e .g ., independently or with adult support .
in the classroom telephone, cell phone, computer, TV, • Display pictures that reflect technology in use.
and at home. camera, tablet, e-reader, Smart board) • Use appropriate terms for technology and discuss how each can
• Discuss personal experiences with be used .
technology .
B. DIGITAL CITIZENSHIP

Demonstrate • Perform basic tasks using technological • Talk about the purposes of technological items.
responsible use equipment . (e .g ., turning on a computer, • Provide technological equipment that children can use
of technology and taking a picture with a digital camera, independently or with adult support .
equipment. pushing play button on a tape recorder) • Establish rules for use of equipment using children’s input and
• Use technology and components for be consistent when applying rules .
intended purpose . • During class discussions, identify technologies that could help
• Follow established rules (e.g., time limit, learners find out more .
handling with care, putting away) when • Use available technology to enhance instruction/learning,
using technology . encouraging collaboration and interaction between adults and
• Choose technologies that are appropriate children, as well as between peers .
for an identified task .
C. HARDWARE

With prompting support, will: • Use the correct vocabulary and label corresponding parts of the
and support, • Label computer components (e.g., computer .
identify mouse, printer, keyboard, screen) with
peripheral appropriate terms when using .
devices of
computer system
including input
and output
devices.
59
D. INPUT TECHNOLOGIES
Demonstrate • Perform basic tasks using simple input • Use visual cues. (e.g., place bright tape on the buttons students
the correct use technologies . (e .g ., mouse, touch are supposed to press to turn on computer, provide picture
of simple input screen, microphone, etc .) directions for use)
technologies. • Use input technologies for intended • Explicitly teach the use of input technologies.
(e.g., mouse, purpose . • Provide technological equipment that children can use
touch screen, • Follow established rules (e.g., time limit, independently or with adult support .
microphone, etc.) handling with care, putting away) when
using input technologies .
G. SOFTWARE/APPLICATIONS

With help and • Describe a purpose for use of software/ • Research and choose appropriate software for classroom use/
support, select application . specific instructional goals .
and use various • Choose software/application from • Provide a variety of software/applications for students to use.
software/ choices provided by the teacher . • Monitor use of software/application.
applications
for an intended
purpose.
K. DIGITAL MEDIA

15.4 K.K The learner will: The adult will:
With help and • Describe various types of media, what • Provide opportunities for students to use and discuss a variety of
support, identify technology is used to convey them, and media .
similarities some components (e .g ., words, images, • Ask questions about various types of media.
and differences video) of them . • Explicitly point out the components of media and similarities
between text, • Describe preferences for various types of and differences between types of media .
graphics, audio, media .
animation, and
video.
L. TECHNOLOGY RESEARCH

With help and • Generate or choose a topic to learn • Engage students in inquiry-based projects where they are
support, use web about . encouraged to use technology to answer questions, gather
browser to locate • Follow teacher or peer directions to information, and communicate findings .
content-specific use web browser to locate information • Research and provide listing of appropriate websites based on
websites. specific to chosen topic . content/specific themes.
60
M. EMERGING TECHNOLOGIES IN CAREERS
15.4 K.M The learner, with help and support, The adult will:
With help will: • Provide a variety of model and real technologies (e.g., medical
and support, • Attempt to use model and real medical equipment, construction tools, calculators) for students to
identify various equipment as it is used at the doctor’s explore and use .
technologies used office during play . • Use the technical names of equipment when describing them to
in the workplace. • Identify the types of tools and materials children .
used in construction . • Read books about various jobs and the technologies that are
• Talk about various types of vehicles used used .
in the workplace . (e .g ., construction • Encourage students to sort and classify technologies by job.
vehicles, firefighting vehicles, boats, • Include maps and blueprints in the block area.
airplanes)
• Practice using hammers and nails
or screws and screwdrivers in a
construction center .
Scientific Thinking Glossary

Characteristic—A feature or quality belonging typically to a
Investigation—The action of investigating something or some-
person, place, or thing and serving to identify it .
one; formal or systematic examination .
Climate—The weather conditions prevailing in an area in gen- Life Cycle—The series of changes in the life of an organism,
eral or over a long period .

including reproduction .
Constancy—The quality of being enduring and unchanging .

Matter—The substance or substances of which any physical
Energy—The capacity of a body or system to do work .

object consists or is composed .
Energy Flow—Flow of energy is the way energy flows through

Model—A description, analogy, or a representation of something
circuits or a food chain .

that helps us understand it better . (e .g ., a physical model, a con-
ceptual model, a mathematical model)
Fact—Information that has been objectively verified .
Motion—The action or process of moving or being moved .
Force—Strength or energy as an attribute of physical action or
movement .
Organism—An individual animal, plant, or single-celled life form .
Form—The visible shape or configuration of something .

Patterns—Repeated processes that are exhibited in a wide variety
of ways; identifiable recurrences of the element and/or the form.

Function—An activity or purpose natural to or intended for a
person or thing .
Prediction—To declare or indicate in advance; especially foretell
on the basis of observation, experience, or scientific reason .
Heredity—The passing on of physical or mental characteristics
genetically from one generation to another .

Rigid—Unable to bend or be forced out of shape; not flexible .
Hibernate—Spend the winter in a dormant state .

Science—Search for understanding of the natural world using
inquiry and experimentation .
Hypothesis—An assertion subject to verification or proof as a
premise from which a conclusion is drawn .

Species—A group of individual organisms capable of interbreed-
ing to produce fertile offspring in nature .
Inquiry—A systematic process for using knowledge and skills to
acquire and apply new knowledge .

System—A group of related objects that work together to achieve
a desired result .
Environment and Ecology Glossary

Adaptation—Special, inherited characteristics that help an Aquatic Ecosystem—The interacting system of a biological
organism survive in its environment and which are developed community and its nonliving environments; also, the place where
over time . these interactions occur (pond, lake, marsh, bog, swamp, creek,
Agriculture—Science of art of cultivating soil, producing crops, river, stream) .
and raising livestock, and in varying degrees the processing and Biodiversity—The variety of life in the world or in a particular
distribution of the food or fiber product or by-product . habitat or ecosystem .
61

By-Product—Something produced or manufactured in addi- Pollution—Harmful substances deposited in the air, water, or
tion to the principal product for which the original resource was
land, leading to a state of dirtiness, impurity, or unhealthiness .
cultivated or harvested; often takes on a form very different from

Point Pollution—Contaminants that are discharged or emitted
its source .
from an identifiable source into the air, water, or soil .
Compost—Decomposed organic material resulting from the

Recycle—To make materials such as glass, aluminum, paper,
breakdown by living beings (mostly microbes) and used to enrich

steel, and plastic into new products .
or improve the consistency and content of soil for growing .
Reduce—To decrease the amount of waste we produce by buying
Ecosystem—A biological community of interacting organisms

only what we need, avoiding disposables, and buying products
and their physical environment .

that are not over-packaged .
Fiber—1) Threadlike rows of cells in foods that give texture and

Renewable Resource—A naturally occurring resource that has
substance, or “bulk,” which is important in a healthy diet; 2)

the capacity to be replenished through natural processes; the sun,
Slender, threadlike structure combining with other fibers in the

wind, trees, and animals are renewable resources .
form of weaving, knitting, or otherwise intertwining .
Reuse—To extend the life of an item by using it again, repairing
Food Chain—The transfer of food energy from one organism to

it, or creating new uses for it .
another as each consumes a lower member and in turn is preyed
Succession—A number of people or things sharing a specified
upon by a higher member .
characteristic and following one after the other .
Habitat—The natural home or environment of an animal, plant,
Sustainable—Conserving an ecological balance by avoiding
or other organism .
depletion of natural resources .
Integrated Pest Management—An approach that assesses the
Terrestrial System—The interacting system of a biological
pest situation, evaluates the merits of pest management options,
community and its nonliving environments; also, the place where
and then implements a system of complementary management
these interactions occur (meadow, forest, farm, field, city) .
actions within a defined area .
Waste Management—The collection, transport, processing,
Litter—Waste materials carelessly discarded or accidentally
recycling or disposal, and monitoring of waste materials .
deposited in an inappropriate place . Littering is against the law .
Water Cycle—The paths water takes through its various states—
Natural Resources—Those raw materials supplied by the Earth
vapor, liquid, and solid—as it moves throughout Earth’s systems
and its processes . Natural resources include nutrients, minerals,
(oceans, atmospheres, ground water, streams, etc .) . The water
water, plants, animals, etc .
cycle is also known as the hydrologic cycle .
Nonrenewable Resources—Natural materials such as oil,
Watershed—The land area from which surface runoff drains
gas, coal, etc . which are considered exhaustible because of their
into a stream, channel, lake, reservoir, or other body of water;
scarcity, the great length of time required for their formation, or
also called a drainage basin .
their rapid depletion .
Wetlands—Lands where water saturation is the dominant factor
Non-Point Pollution—Pollution that is carried far from their
determining the nature of the soil development and the plants
original source by rain, melting snow, moving water, wind, etc .,
and animal communities . (e .g ., marsh, bog, swamp)
and deposited in soil or water systems .
Pest—Any organism that spreads disease, destroys property,
competes with people for resources such as food, or is considered
a nuisance .
Computer and Information Technology
Glossary

Application—A computer program designed to help people
Input Technology—An input method is an operating system
perform an activity .
component or program that allows users to enter characters and
Digital—Involving or relating to the use of computer technology .

symbols .
Digital Citizenship—Teaching users the rules of good citizen- Software—The programs and other operating information used
ship online (email etiquette, protecting private information) .

by a computer .
Digital Media—Electronic media where data are stored in

Technology—Any device used to extend human capability
digital (as opposed to analog) form .

including computer-based tools .
Hardware—The machines, wiring, and other physical compo-

nents of a computer or other electronic system .
62
Social Studies Thinking

Connecting to Communities

5.1 Principles and Documents of 7.1 Basic Geographic Literacy

Government
7.2 Physical Characteristics of Places
5.2 Rights and Responsibilities of and Regions
Citizenship
7.3 Human Characteristics of Places
5.3 How Government Works and Regions
5.4 How International Relationships 7.4 Interactions Between People and
Function the Environment
6.1 Scarcity and Choice 8.1 Historical Analysis and Skills
Development
6.2 Market and Economic Systems
8.2 Pennsylvania History
6.3 Functions of Government
8.3 United States History
6.4 Economic Dependence
8.4 World History
6.5 Income, Profit, and Wealth
Inclusive
T
he foundation of
Classrooms
social studies, eco-
E
nomics, history, and
arly childhood
the workings of government
classrooms should be
begin with children’s person-
inclusive ones where
al experiences and their initial
children with disabilities and
understanding of themselves
developmental delays engage in
in relation to their families,
classroom experiences along-
homes, and schools . Gradually,
side their typically developing
students expand their under-
peers . When teachers, special-
standing to include communities
ists, and families work together to
and the larger world . As their
understand and adapt teaching strategies, materials,
perception grows, they further expand their scope to
and/or environment to children’s unique needs, every
understand how systems work together . Adults facilitate
child can experience success . Adults must celebrate chil-
children’s social studies skill development by helping
dren’s accomplishments and appreciate what children
them engage in active investigations that build knowl-
can learn and do .
edge and understanding .
63
Civics and Government

BIG IDEA: Learning to be a good citizen helps one contribute to society in a meaningful way .
ESSENTIAL QUESTIONS: What rules and consequences are important? Can I identify some American symbols?
5.1 PRINCIPLES AND DOCUMENTS OF GOVERNMENT

A. RULE OF LAW
Explain the • Identify a rule. • Engage students in identifying rules. (e.g., library, hallway,
purpose of rules. • Identify rules are different in different classroom, lunchroom)
places . • Explain and demonstrate rules are for safety, fairness, and
respect for others .
• Create rules with students for the classroom community and
appropriate consequences if not followed .
• Explain, model, practice, and reinforce rules for all areas of the
building .
• Consistently cite and enforce rules and dialog with students on
why the rule is in place .
• Provide consistent consequences for infractions.
B. LAWS AND GOVERNMENT

Explain the need • Discuss the purpose of rules. (e.g., keep • Engage students in developing a set of classroom rules and
for rules. people safe, show respect) appropriate consequences if not followed .
• Consistently cite and enforce rules and dialog with students on
why the rule is in place .
• Explain, model, practice, and reinforce rules for all areas of the
building .
• Provide consistent consequences for infractions.
C. PRINCIPLES AND IDEALS THAT SHAPE GOVERNMENT

Define respect for • Demonstrate respect for rules through • Engage students in developing a set of classroom rules and
self and others. positive behavior and acceptance of appropriate consequences if not followed .
consequences when necessary . • Explain, model, practice, and reinforce rules for all areas of the
• Participate in social stories. building .
• Engage in discussion about rules and • Dialog with students about their actions when following rules.
respect . • Provide consistent consequences for infractions.
64
SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES
E. INDIVIDUAL RIGHTS
Demonstrate • Demonstrate the right to learn by • Define that a right cannot be taken from an individual. (e.g., in
responsibilities in contributing to a positive learning a school—students have the right to learn)
the classroom. environment . • Define the expectations of responsibilities in the classroom in
• Demonstrate the ability to maintain respecting the right to learn .
personal materials in an orderly • Model and dialog how to care for classroom and personal
manner . materials .
• Acknowledge others personal materials. • Support students in classroom jobs and responsibilities that
contribute to a positive learning environment
F. SYMBOLS

Identify significant • Identify images, pictures, songs, poems, or • Read books that relate to symbols of America and discuss their
American items that are symbols of America . (e .g ., significance .
holidays and their George Washington, Abraham Lincoln, • Incorporate American holiday celebrations into classroom
symbols. the Flag, Liberty Bell, Thanksgiving) learning events . (e .g ., songs, poems, visuals, activities)
5.2 RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

A. CIVIC RIGHTS AND RESPONSIBILITIES
Identify • Demonstrate behavior for learning. • Define the expectations of responsibilities in the classroom in
responsibilities at • Participate in classroom jobs. contributing to a positive learning environment .
school. • Demonstrate appropriate use of school • Model and dialog how to care for classroom and personal
materials and property . materials and their use in learning .
• Support students in classroom jobs and responsibilities in
contributing to a positive learning environment .
B. CONFLICT AND RESOLUTION

Identify a • State a problem. • Provide instruction in conflict resolution strategies.
problem and • State the cause of a problem. • Provide support in working together to resolve a problem.
discuss possible • Suggest solutions for a problem. • Use questions to enhance and expand students’ thinking about
solutions. problems .
• Attempt to solve a problem.
• Model problem-solving.
• Incorporate literature that supports positive conflict/resolution
strategies .
65
C. LEADERSHIP AND PUBLIC SERVICE
Identify • Participate in leadership opportunities • Provide opportunities for job responsibilities. (e.g., classroom,
classroom in the classroom and school learning project, recess)
projects/activities community . • Provide opportunities to assist teacher or peers.
that support • Accept job responsibilities. • Introduce text that discuss the importance of leadership.
leadership and • Offer to assist the teacher or peers. • Provide support for independent student learning as a model for
service.
• Demonstrate acceptance of others positive learning climate .
leadership roles .
D. COMPETENT AND RESPONSIBLE CITIZENS

Explain • Demonstrate responsible behavior for • Encourage participation in cooperative games and play
responsible play and learning to contribute to a experiences .
classroom positive learning environment . • Facilitate student interactions to obtain positive outcome.
behavior. • Model and discuss appropriate actions and words. (e.g., during
classroom/school events)
5.3 HOW GOVERNMENT WORKS

B. STRUCTURE, ORGANIZATION, AND OPERATION OF GOVERNMENTS
Identify the • Identify people of authority within the • Talk about the role of adults who direct the actions of others in
role of adults in school community . (e .g ., principal, the school community that support their right to learn .
authority at home teachers, guidance counselor) • Observe and interact in students’ dramatic play to correct
or in school. • Name authority figures at home. (e.g., misinterpretations of actions and roles of adults in authority .
grandmother, father, mother) • Read books about people who support and serve the family and
community .
• Use materials from an “Anti-Bullying” curriculum to assist
students in understanding the difference between “authority”
and “authoritarian .”
C. GOVERNMENT SERVICES

Identify roles • Identify police officers, firefighters, and Invite community workers (e .g ., police officers, firefighters,
of firefighters, first responders as people of authority in first responders) to visit the classroom .
police officers, the community . • Observe dramatic play situations to corect misinterpretations of
and emergency • Model community workers. (e.g., roles .
workers. dramatic play, actions, art, or music) • Provide a variety of texts that highlight local community workers.
66
F. CONFLICT AND THE COURT SYSTEM
Identify and • Identify classroom rules and • Verbalize and model expectations of behavior in structured and
explain behaviors expectations . (e .g ., of self and others) unstructured situations .
for responsible • Describe acceptable behavior within • Support instruction of classroom rules and routines.
classroom the classroom . (e .g ., structured and • Model and encourage participation in cooperative games and
citizens. unstructured situations) play .
• Use teachable moments to discuss responsibilities and actions.
• Support a bully-free class and school.
• Support students being up-standers vs. bystanders.
5.4 HOW INTERNATIONAL RELATIONSHIPS FUNCTION
A. COUNTRIES AND CONFLICTS
Identify conflict • State a conflict. • Provide instruction in conflict resolution strategies.
in the classroom. • Identify the cause of a conflict. • Support students working together to resolve a conflict.
• Suggest solutions for a conflict. • Use questioning strategies to enhance and expand thinking
• Attempt to solve a conflict. about conflicts .
• Model problem-solving dialog throughout the day.
• Incorporate literature which supports positive conflict/resolution
strategies .
B. TOOLS OF FOREIGN POLICY

Identify how • Participate in group decision-making Provide opportunities for students to problem-solve .
students can work and consensus building . Provide cooperative learning activities .
together. • Work cooperatively with peers to achieve • Engage students in class meetings and decision-making.
an outcome . • Provide opportunities for students to experience non-routine
or non-predictable situations in learning . (e .g ., having class
outside, or in a different location in the building)
67
Economics
BIG IDEAS: Money can be used to purchase goods and services, or can be saved . People make choices about how to spend money
based on different influences .
ESSENTIAL QUESTIONS: How can I use money? What influences the choices I make about spending what I have earned?
6.1 SCARCITY AND CHOICE

A. SCARCITY AND CHOICE
Identify • Understand that wants cannot be met all • Facilitate discussions on how choices can be influenced by
how scarcity the time . scarcity .
influences choice. • Identify resources that are scarce. • Provide text on scarcity and choice.
(e .g ., time, money, supplies, classroom • Explain how limited choices can lead to conflict.
materials)
• Participate in discussions on how limited
resources influence a personal choice .
(e .g ., not enough money to buy something)
B. LIMITED RESOURCES

Identify family • Distinguish between wants and needs. • Talk about basic items all families need. (e.g., food, clothing,
wants and needs. (e .g ., own or family) shelter)
• Discuss personal wants and needs. • Engage students in conversation about wants.
• Identify how wants might differ, • Provide opportunities to identify whether items are wants or
depending on individual circumstances . needs .
(e .g ., age, location, time of year) • Provide text on wants and needs and strategies to obtain them.
(e .g ., books about people who save money to get things they
want)
C. OPPORTUNITY COSTS

Identify choices to • Make a choice to meet a need. (e.g., • Talk about choices people make in everyday life and identify what is
meet needs. sharpen pencil, use restroom) given up by making the choice .
• Describe times when choices were • Engage students in a discussion about how people save, spend, or
made . (e .g ., own, classroom, family) share their money .
• Identify choices people make to meet • Create a mock store within the classroom. (e.g., students shop and
needs . pay for items)
• Have students make a choice in a learning environment.
D. INCENTIVES AND CHOICE

Identify a choice • Explain why a choice may be necessary. Provide opportunities for students to make decisions and
based on family (e .g ., wanting two items at the same choices . (e .g ., create a token system)
interest. time but only having enough money to • Engage students in discussions about times people and families
buy one) make choices .
• Identify how preferences influence
choice . (e .g ., types of food people like
influence what they eat)
68
6.2 MARKETS AND ECONOMIC SYSTEMS
A. GOODS AND SERVICES
Identify goods • Identify and define goods. (e.g., • Provide examples of goods and discuss who consumes each.
and consumers. classroom or at home) • Support students in listing goods used in the home.
• Identify and define consumers. (e.g., • Prompt students to identify consumers of specific goods. (e.g.,
person who purchases goods and carpenters buy nails)
services for personal use) • Talk about how goods are distributed. (e.g., trucks, trains)
• Describe self as a consumer. • Provide text that identify goods and consumers.
• Identify what goods they consume.
C. ADVERTISING AND MEDIA

Identify • Define an advertisement. • Show examples of commercials (e.g., on TV, billboards) that
advertisements • State that advertisements encourage us encourage us to purchase things .
that encourage us to purchase goods or services . • Provide advertisements from magazines, newspapers, or TV for
to buy things. • Distinguish advertisements from students to identify .
programing/stories. (e.g., magazines, TV, • Talk about the purposes of advertisements and encourage
in the environment) students to think about them in terms of wants or needs .
• Give examples of advertising that is • Read and discuss text about advertising.
designed to influence the purchase of • Refer to current popular trends in toys or games and identify
goods or services . how advertisements influence the purchase of goods and
services .
D. PRICE DETERMINATION

Identify currency • Identify some coins and paper currency Develop a classroom store where students have the
and how it is as forms of money . opportunity to make purchases from a selection of items .
used. • Discuss how money is exchanged to pay • Discuss how money is the medium of exchange for most goods
for goods . and services .
• Use pretend money or tokens to • Explain how currency is valued for trading goods and services.
purchase items . • Introduce different coins and paper money and discuss the
different values for exchange of goods and services .
6.3 FUNCTIONS OF GOVERNMENT

D. GOVERNMENT’S ROLE IN INTERNATIONAL TRADE
Identify products • Identify products produced in the Discuss products produced in the community and state .
produced in the community . Provide examples of products produced in the community
region or state. • Identify products produced in and state .
Pennsylvania . • Discuss why some places produce certain goods and others
don’t . (e .g ., Florida is known for citrus while Pennsylvania has
apples and Christmas trees)
• Use digital media to locate locally and regionally-produced
items .
• Identify products used in the classroom and determine where
they were produced
69
6.4 ECONOMIC INDEPENDENCE
A. SPECIALIZATION
Identify the • Identify family members living at home. • Provide text on family members’ diverse roles.
specialized role • Describe family members’ roles (e.g., • Facilitate discussions on family members roles. (e.g., current
performed by grandmother makes dinner, dad cuts versus past)
each member of grass) • Provide opportunities to visually represent family members and
the family. • Participate in discussions on family roles .
member roles . (e .g ., current versus past) • Facilitate discussion to lead students to why tasks are performed
• Describe tasks performed in the home by specific people .
or school community and who performs • Dialog with students throughout the school day to indicate how
each . specific people in the school have specialized tasks .
D. FACTORS CONTRIBUTING TO ECONOMIC INTERDEPENDENCE

Identify • Make connections between the needs Connect with literature on meeting wants and needs through
individual wants and wants of buyers and the choices production, purchase, or invention .
and needs. producers make in meeting them . • Use cause-and-effect charts to explain how consumer needs and
• Identify a want or need people have and wants influence the production of goods and services .
describe a new invention or service that • Discuss businesses in the area and why some get more
would help meet the need . economic activity than others .
• Identify where the goods and services • Dialog with students about wants and needs for a learning task.
would come from to fulfill the personal • Identify where the goods or services would come from to meet a
list of wants and needs . want or need .
6.5 INCOME, PROFIT, AND WEALTH
A. FACTORS INFLUENCING WAGES
Identify • Identify what a volunteer is. (e.g., person • Brainstorm ways people can volunteer. (e.g., home, school,
individuals in the who provides a good or service and receives community)
community who no payment/compensation for doing so) • Provide opportunities to volunteer. (e.g., classroom, school)
volunteer. • Brainstorm ways people can volunteer. • Facilitate discussions on the benefits of volunteering.
(e .g ., home, school, community) • Invite a familiar organization to talk about volunteering and the
• Volunteer in the classroom and at home. benefits to the community . (e .g ., Salvation Army, Food Bank)
• Participate in discussions on the benefits
of volunteering . (e .g ., to both the volunteer
and organization)
C. TYPES OF BUSINESSES

Identify goods • Identify local businesses within the Provide opportunities to research local businesses and the
and services community . goods/services provided.
provided by local • Discuss the types of goods and services • Take tour (e.g., real or virtual) of the local community and
businesses. provided by the local businesses . identify businesses .
• Identify a favorite local business and • Compare and contrast local businesses and goods/services
explain why it is a favorite . provided .
• Encourage students to identify a favorite local business and
support with an explanation .
70
Geography
BIG IDEA: Location can be represented using a variety of tools .
ESSENTIAL QUESTIONS: What tools help me to understand the location of places and things? How can I represent the location of
places and things?
7.1 BASIC GEOGRAPHIC LITERACY

A. GEOGRAPHIC TOOLS
Interpret a • Identify a map. • Facilitate discussions on maps. (e.g., usage, type, purpose)
simple map • Identify map as a tool. (e.g., gets us from • Show examples of maps. (e.g., electronic and real)
of a known one place to another) • Provide opportunities to use a simple map to get from one
environment. • Use simple map to get from one location to location to another .
another . • Create scavenger hunts with map-based clues.
• Make maps to represent familiar places. • Provide materials and samples for students to create maps
(e .g ., classroom, school playground, independently .
home) • Provide a variety of texts that show maps.
B. LOCATION OF PLACES AND REGIONS

Describe the • State their address. • Explain an address gives information on an exact location.
location of • Know that an address is an example of • Model labeling of exact locations and why they have a label.
places in the relative location . (e .g ., cafeteria, gym, hallway, office, book rack, art shelves)
home, school, • Describe items in the classroom using • Provide opportunities for students to place objects in
and community appropriate vocabulary . (e .g ., the sink is appropriate locations . (e .g ., paint in the art supply closet, food
to gain an next to the door) in a kitchen)
understanding of
• Demonstrate understanding of relative • Provide opportunities to locate objects (e.g., classroom, school)
relative location.
location by using appropriate vocabulary to reinforce relative location .
(e .g ., over, under, near, far, left, right) to • Model vocabulary (e.g., over, under, near, far, left, right) while
orally describe locations of items in the locating examples within classroom .
classroom . • Take a walking tour of the school and model vocabulary (e.g.,
• Locate places around the school and over, under, near, far, left, right) while locating items within the
describe their relative location . school .
• Reinforce relative location by using vocabulary to describe
places around the community .
71
7.2 PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS
A. PHYSICAL CHARACTERISTICS
Describe the • Identify physical characteristics of • Describe how what is seen in the landscape gives clues for
characteristics places that shape the community . (e .g ., how the area is used by the community . (e .g ., stream, flagpole,
of homes and church, post office, hospital, police church, trees)
businesses station, fire station, restaurant, school) • Show photographs of physical characteristics found in the
locationed in • Identify different types of homes found community . (e .g ., buildings, roads, and landforms)
the community in the community . • Use areas of the classroom to demonstrate understanding of
to gain an • Identify physical characteristics of the physical features . (e .g ., coats, boots, and hats—give clues it is
understanding of town . (e .g ., photographs) a closet or locker; books on the shelf—give clues that it is a
physical features. library)
• Compare and contrast home with other
homes found in the United States . • Take a walking field trip around the school and/or local
• Create representations of places using community and identify physical features .
drawing, clay, cardboard . • Read fiction and/or nonfiction books that have pictures of
physical characteristics . (e .g ., local, state)
B. PHYSICAL PROCESSES

Identify land and • Identify land forms. (e.g., mountain, • Introduce and display physical characteristics of places with
water forms. plain) an emphasis on new vocabulary . (e .g ., mountain, plain, river,
• Identify water forms. (e.g., river, stream, stream, lake, ocean)
ocean) • Read stories with physical characteristics in the setting.
• Sort pictures of land and water forms.
• Make a collage of land and water forms.
7.3 HUMAN CHARACTERISTICS OF PLACES AND REGIONS

A. HUMAN CHARACTERISTICS
Describe how • Explain what people do or wear in different • Read fiction and nonfiction books that depict each of the
weather affects types of seasons . seasons .
daily life. • Participate in discussions on how weather • Provide activities that support understanding of each season.
may inconvenience people . (e .g ., snow— • Identify and discuss various weather conditions.
driving; extreme heat—outdoor play) • Provide seasonal clothing and props for dramatic expression.
• Discuss how temperature change is related
to seasonal change .
7.4 INTERACTIONS BETWEEN PEOPLE AND THE ENVIRONMENT
A. IMPACT OF PHYSICAL SYSTEMS ON PEOPLE
Identify local • Describe how they interact with the • Display photographs of people interacting with physical
bodies of water physical characteristics of the town or characteristics of the town or neighborhood .
and landforms neighborhood . (e .g ., park—recreation; • Explain how physical features determine how people interact
to gain an stream—fishing; mountains/forests— with place . (e .g ., where there are bridges or curves in the
understanding hiking, trails—biking, walking) highway, where cities are built, where the parks are located)
of their impact • Identify various areas in the community
on the local as places where people live, work, and play
community. because of the physical features .
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History
BIG IDEA: Past experiences and ideas help us make sense of the world .
ESSENTIAL QUESTIONS: In what ways can events be sequenced? How do I use past experiences and events to understand the
present?
8.1 HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT

A. CONTINUITY AND CHANGE OVER TIME
Identify • Use the classroom calendar to demonstrate • Provide opportunities for grandparents and senior citizens to
chronological understanding of yesterday, today, and visit the classroom to provide “living history .”
sequence through tomorrow . • Provide photographs or artifacts of classroom events for
days, weeks, • Sequence a series of events either from sequencing .
months, and personal experience or from literature . • Practice past, present, and future time with a classroom
years (calendar • Create a personal timeline. (e.g., birth to calendar .
time). present) • Create a classroom memory book in chronological order with
• Practice past, present, and future time. student narratives, artifacts, pictures, etc .
(e .g ., daily weather recording)
• Role-play characters with events occurring
over a period of time .
B. FACT/OPINION AND POINTS OF VIEW

With guidance • Identify facts and opinions related to • As events occur in the classroom, identify examples as fact and
and support, given examples or real-life events . (e .g ., opinion .
differentiate facts classroom or school) • As students communicate experiences, use as a learning
from opinions • Give examples of a fact and opinion. opportunity to identify if the communication is a fact or opinion .
as related to an • Provide current examples to lead a discussion on what is a fact,
event. and what is an opinion .
• Give examples from history and decide what is fact and opinion
about each event . (e .g ., George Washington was the first
president versus George Washington was a great president)
C. RESEARCH

Explain how • Use books, computers, and other Model locating information . (e .g ., going to the library, looking
to locate sources to get information about a topic . in books, computer)
information in a • Provide opportunities to locate information.
source. • Provide multimedia information about a theme.
8.2 PENNSYLVANIA HISTORY
A. CONTRIBUTIONS OF INDIVIDUALS AND GROUPS (PA)
Identify people in • Identify authority figures in the school. • Provide explanations and examples of levels of authority with in
authority. • Identify authority figures in the the school community .
community . • Provide explanations and examples of how the levels of authority
• Identify authority figures in the state. support the right to learn .
• Provide text on authority figures.
73
B. HISTORICAL DOCUMENTS, ARTIFACTS, AND PLACES (PA)
Examine • Identify major cities in Pennsylvania. • Identify and discuss the state’s major cities. (e.g., map,
photographs • Identify major attractions in photographs, virtually)
of documents, Pennsylvania . • Provide information (e.g., pictures, brochures) of major
artifacts, and • Identify landforms in Pennsylvania. attractions and landforms in Pennsylvania .
places unique to • Collect and display photographs, artifacts, documents, and items
• Identify and collect artifacts, documents,
Pennsylvania. from events in the classroom or community .
photographs or items from events to
create a memory box/book. • Explain how the collection of items from events in the classroom
or community documents the history of the class over time .
D. CONFLICT AND COOPERATION (PA)

Demonstrate an • State a conflict. • Facilitate discussions on recognizing conflict.
understanding of • State the cause of a conflict. • Provide instruction in conflict resolution strategies.
conflict. • Suggest solutions for a conflict. • Provide support as students work together to resolve a conflict.
• Attempt to solve a conflict. • Use questions to enhance and expand children’s thinking about
conflict .
8.3 UNITED STATES HISTORY
A. CONTRIBUTIONS OF INDIVIDUALS AND GROUPS (U.S.)
Identify American • Identify people associated with federal • Facilitate discussions on key American figures. (e.g., why each is
people related to holidays celebrated in the classroom and unique, contribution)
national holidays. the school community . • Provide text on key American figures.
• Identify presidents on President’s Day.
• Discuss Martin Luther King on Martin
Luther King Day .
• Discuss Christopher Columbus on
Columbus Day .
B. HISTORICAL DOCUMENTS, ARTIFACTS, AND PLACES (U.S.)

Identify • Identify documents used to guide • Facilitate activities to discover how each document (e.g., rule
documents the procedures of the classroom chart, attendance, calendar, etc .) is important for the success of
and artifacts community . (e .g ., rule chart, the classroom .
important to attendance, calendar) • Discuss what the day would be like without certain documents
the classroom • Discuss why these documents are in the classroom .
community. important . • Throughout the day note the documents for students to be
aware of their importance in the procedures of the class routine .
• Incorporate literature which supports or examines museums,
memorabilia, and their importance to triggering memories .
74
C. IMPACT OF CONTINUITY AND CHANGE ON U.S. HISTORY
Demonstrate an • Put given events in sequential order. • Dialog with students concerning events that happen over time.
understanding of (e .g ., first, second, third) • Provide daily events for the students to put in order.
time order. • Follow given directions and complete • Provide a task with sequential directions for the students to
tasks in sequential order . complete .
• At end of an event, day, week, grading period review the order
of events and occurrences that happened in the school or
classroom community .
• Incorporate literature which supports continuity and change
over time .
8.4 WORLD HISTORY
A. CONTRIBUTIONS OF INDIVIDUALS AND GROUPS (WORLD)
Explain how • Identify and discuss own method of • Celebrate student success in the classroom.
cultures celebrating . (e .g ., birthday, holidays) • Provide a variety of ways and reasons to celebrate using various
celebrate. • Compare and contrast methods of cultural models .
celebrating with peers . • Model use of digital media to explore various cultural
• Use digital media to explore ways celebrations .
various cultures celebrate . (e .g ., • Discuss own methods of celebrating. (e.g., birthday, holidays)
birthday, holidays) • Provide opportunities to compare and contrast methods of
celebration .
C. IMPACT OF CONTINUITY AND CHANGE ON WORLD HISTORY

Identify different • Identify common cultural celebrations. • Identify and discuss how various groups and individuals
celebrations of • Discuss relevant cultural celebrations of celebrate success and events .
different cultures peers and why it is a celebration . • Model use of digital media to explore various celebrations from
from around the • Compare and contrast celebrations from around the nation .
world. around the world . • Provide literature that supports celebrations from around the
world .
D. CONFLICT AND COOPERATION (WORLD)

Demonstrate an • State a conflict. • Facilitate discussions on recognizing conflict.
understanding • State the cause of a conflict. • Provide instruction in conflict resolution strategies.
of conflict and • Suggest solutions for a conflict. • Provide support as students work together to resolve a conflict.
cooperation.
• Attempt to solve a conflict. • Use questions to enhance and expand children’s thinking about
• Brainstorm ways to cooperate in the conflict .
classroom . • Discuss ways to cooperate in the classroom.
75

Social Studies Thinking Glossary

CIVICS AND GOVERNMENT Household—The group of people living together under one
Authority—Right to control or direct the actions of others, legiti- roof; a group of individuals whose economic decision-making is
mized by law, morality, custom, or consent . interrelated .
Citizen—Member of a political society who therefore owes Money—A medium of exchange .
allegiance to and is entitled to protection by and from the Natural Resource—Anything found in nature that can be used
government . to produce a product . (e .g ., land, water, coal)
Civic Rights—The rights belonging to an individual by virtue of Price—The amount people pay in exchange for a particular good
citizenship . or service .
Community—A group of people who share a common social, Producer—One who makes goods .
historical, regional, or cultural heritage . Profit—Total revenue minus total costs .
Conflict—Inherent incompatibility between two or more people Scarcity—A small and inadequate amount .
or two or more choices .

Services—Actions that are valued by others .
Conflict Resolution—Process by which issues arising from a

disagreement or clash between ideas, principles, or people are Supply—The different quantities of a resource, good, or service
settled . that potential sellers are willing and able to sell at various prices
during a specific time period .
Country—The acceptable political boundaries or borders recog-

nized throughout the world . Wage—A fixed regular payment, typically paid on a daily or
weekly basis by an employer .
Decision-Making Process—An organized approach to making

choices . Wants—Desires that can be satisfied by consuming goods, ser-
vices, or leisure activities .
Government—Institutions and procedures through which a ter-
ritory and its people are ruled . GEOGRAPHY
Law—The system of rules that a particular country or commu- Climate—Long-term patterns and trends in weather elements
nity recognizes as regulating the actions of its members . and atmospheric conditions .
Leadership—State or condition of one who guides or governs . Culture—The way of life of a group of people, including cus-
toms, beliefs, arts, institutions, and worldview . Culture is acquired
Public Service—Community service; a service that is performed
through many means and is always changing .
for the benefit of the public .
Environment—Everything in and on earth’s surface and its at-
State—A commonwealth; a nation; a civil power .
mosphere within which organisms, communities, or objects exist .
ECONOMICS Geographic Tools—Tools used by geographers to organize and
Community Helpers—Any group or individual who plays a interpret information . Tools range from the very simple (maps
role in the community such as doctors, nurses, dentists, teach- and globes) to the complex (Geographic Information Systems,
ers, parents, firefighters, police officers, trash collectors, animal population pyramids, satellite images, and climate graphs) .
control officers . Place—An area with distinctive human and physical character-
Competition—The rivalry among people and/or business firms istics; these characteristics give it meaning and character and
for resources and/or consumers. distinguish it from other areas .
Consumer—One who buys or rents goods or services and uses Resource—An aspect of the physical environment that people
them . value and use to meet a need for fuel, food, industrial product, or
Cost—What is given up when a choice is made; monetary and/or something else of value .
non-monetary . HISTORY
Demand—The different quantities of a resource, good, or Document—A formal piece of writing that provides information
service that potential buyers are willing and able to purchase at or acts as a record of events or arrangements .
various prices during a specific time period .
Media Sources—Various forms of mass communication such as
Goods—Objects that can satisfy people’s wants . television, radio, magazines, newspapers, and Internet .
76
Creative Thinking and Expression

Communicating through the Arts

9.1.M Production and Performance – Music and

Movement
9.1.D Production and Performance – Dramatic
and Performance Play
9.1.V Production and Performance – Visual Arts
9.2 Historical and Cultural Context of Works of
Art
9.3 Critical Response to Works of Art
9.4 Aesthetic Response to Works of Art
Digital Media
opportunities to understand the
Literacy
role and instructional uses of
M
digital media .
C
edia literacy
includes compe- reative
tencies that enable thinking and
people to analyze, evaluate, and expression is
create messages in a variety an important com-
of forms . Children today are ponent of children’s
growing up in a digital age and early learning experiences .
are faced with increasingly new Children who are given oppor-
types of digital media and tech- tunities to develop their imagi-
nology . Some current examples in- nation and creativity through a
clude electronic tablets, computers, variety of media are learning to
digital cameras, video recorders, and a express their individuality in interests,
variety of assistive technologies for children abilities, and knowledge . When they
with special needs . It is the responsibility of educators view others’ work, children are also
and families to understand that digital media can be a learning to appreciate and respect differences in culture
valuable instructional tool when used appropriately . Ap- and viewpoint . Creative expression influences children’s
propriate media use should not replace concrete expe- growing competence as creative problem-solvers and
riences and personal interactions, but can be used to provides insight about their world around them . Teach-
extend play and interactions . For example, use of video ers support creative learning by providing concrete,
conferences can be used during the school day to con- process-oriented play experiences that encourage chil-
nect a parent with his/her child. Educators and families dren to use their imagination and to experiment with
are encouraged to engage in professional development new ideas and materials .
77
CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTS
9.1.M Production and Performance – Music and Movement

BIG IDEA: Music can be used to express and initiate aesthetic and physical responses .
ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through music and movement?
A. ELEMENTS AND PRINCIPLES

9.1.M K.A The learner will: The adult will:
Know and use • Practice rhythms in different forms of • Explicitly use vocabulary for elements and principles of music
basic elements music and dance . and movement . (e .g ., rhythm, space, tempo, pitch)
and principles • Explore rhythm instruments. • Model appropriate use of instruments.
of music and • Participate in music and movement • Call attention to the changes in music as students are listening.
movement. activities . • Provide experiences through large and small group activities that
• Participate in group movement activities focus on movement elements and principles .
demonstrating an awareness of shared • Include music vocabulary. (e.g., high/low, up/down, fast/slow,
space . short/long)
• Demonstrate an understanding of
“fast,” “slow,” “loud,” and “soft .”
B. DEMONSTRATION

9.1.M K.B The learner will: The adult will:
Respond to • Participate in music and movement • Provide time, space and materials for exploration of music and
different types activities . movement .
of music and • Sing familiar songs, chants, and finger • Play a variety of music types for listening and participation.
dance through plays . • Introduce students to a variety of songs, finger plays, and
participation and • Express self through movement while rhythms .
discussion. listening to different types of music . • Encourage students to discuss experiences.
• Discuss music and movement • Provide large and small group activities that focus on movement
experiences . and music participation .
E. REPRESENTATION

9.1.M K.E The learner will: The adult will:
Use imagination • Initiate music and movement activities. Create opportunities to express through a variety of music
and creativity • Improvise songs and rhythmic patterns. forms, dance, or body movements .
to express self • Change words or tune of familiar songs • Provide time, space, and materials for exploration of music and
through music to make new songs . movement .
and dance. • Encourage students to be creative during singing by changing
• Use body to represent form in space,
finger plays, or stories . words and song endings .
• Use imagination and creativity to design • Use finger plays and stories that students can represent using
and perform music and dance . their bodies .
• Work with partner or others to • Provide props to use when dancing. (e.g., ribbons, hoops, sticks)
represent form in space . • Demonstrate movement using time, space, and locomotion.
• Provide various objects that can be used to represent sound.
(e .g ., wooden bowls, metal spoons)
78
J. TECHNOLOGIES
9.1.M K.J The learner will: The adult will:
Use a variety of • Explore musical instruments. Provide guidance during digital media application exploration .
technologies for • Use instruments to accompany music. • Provide opportunities to explore a variety of musical
producing or • Use instruments to demonstrate the instruments .
performing works melody of a song . • Provide a variety of props for musical expression and
of art. movement .
• Use age-appropriate digital media
applications to create music . • Model examples of works of art that use technology.
• Use a variety of props to enhance • Offer constructive feedback as needed.
movement activities . (e .g ., scarves, • Engage a local expert (e.g., high school music students, college
beanbags, ribbons) professors, musicians, dance instructors) as a guest speaker .
• Use recording devices (e.g., voice
recorder, video recorder) to capture
music and/or movement performances.
9.1.D Production and Performance – Dramatic and Performance Play

BIG IDEA: Dramatic and performance play is a way to act out reality and fantasy .
ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through dramatic play?
B. DEMONSTRATION

9.1.D K.B The learner will: The adult will:
Recreate a • Create various voice inflections and • Discuss and model appropriate audience behavior.
dramatic play facial expressions in play . • Provide props and costumes associated with favorite stories.
experience for an • Change voice inflections when recreating • Participate in dramatic play events as the audience, providing
audience. various characters . constructive feedback .
• Direct peers or follow peers’ instructions • Provide opportunities for dramatic activities. (e.g., acting out a
about dramatic play schemes . story, performing a short play for a special event)
• Act out stories with guidance of the • Use appropriate vocabulary as students create plays and
adult . performances .
• Use vocabulary to discuss play activities.
(e .g ., character, role, setting, story)
E. REPRESENTATION

9.1.D K.E The learner will: The adult will:
Use imagination • Use nonconforming objects to create Create situations where students can role-play familiar roles
and creativity representations of real life objects or or situations . (e .g ., home living, grocery store, restaurants)
to express self activities . Ask open-ended questions to extend student’s play in new
through dramatic • Represent fantasy and real-life directions .
play. experiences through pretend play . • Provide dramatic play opportunities both inside and outside.
• Imitate roles of people, animals, or • Provide clothing, materials, and props that facilitate pretend
objects observed in life experiences . play .
• Use props and costumes during
dramatic play .
• Create props from available materials.
79
9.1.V Production and Performance – Visual Arts

BIG IDEA: Visual arts allow expression of interests, abilities, and knowledge .
ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through visual arts?
A. ELEMENTS AND PRINCIPLES

9.1.V K.A The learner will: The adult will:
Know and use • Participate in visual arts activities. Explicitly use vocabulary for elements of visual arts . (e .g .,
basic elements of • Choose art center during free choice. color, shape, line)
visual arts. • Demonstrate an understanding of Make a variety of art materials accessible throughout the day .
“color,” “shape,” and “line .” • Model appropriate use of art materials.
• Create a work of art using different • Point out basic elements of visual arts in a variety of artworks.
media and materials . • Provide experiences through large and small group activities that
• Use paints to create new shades and focus on the elements of visual arts .
colors . • Provide examples of works of art that demonstrate the
• Begin using detail when creating a work progression of detail . (e .g ., one color and little detail to multi-
of art . color and greater detail)
B. DEMONSTRATION

9.1.V K.B The learner will: The adult will:
Combine a variety • Participate in visual arts activities. Make a variety of art materials accessible to students
of materials to • Choose art center during free choice. throughout the day .
create a work of • Use a variety of materials. (e.g., chalk, Rotate art materials to provide a variety of experiences .
art. paint, crayons, pencils, markers, wood, Include art experiences in cross-curricular activities .
playdough) Provide opportunities to use three-dimensional materials .
• Draw to explore and extend themes in (e .g ., clay, playdough, wood)
the classroom . Allow for individual or group projects to extend over several
• Create simple sculptures using clay and days .
various tools to create texture Display students’ artwork .
• Use paints to create new shades and
colors .
E. REPRESENTATION

9.1.V K.E The learner will: The adult will:
Use imagination • Participate in visual arts activities. Allow for individual or group projects to extend over several
and creativity • Draw self-portraits. days .
to express self • Create a work of art to represent a real Include art experiences in cross-curricular activities .
through visual or imagined object, animal, or person . • Provide a variety of art materials.
arts.
• Use a growing number of details and • Rotate art materials to provide a variety of experiences.
make more realistic representations . • Provide multicultural art materials for use in self-
• Choose different art materials to representation .
represent different types of thoughts or • Encourage students to use materials for individual expression of
feelings . feelings or thoughts .
• Create pictures that define mood. • Encourage students to talk about their artwork.
• Recognize and discuss own and others’ • Display students’ artwork.
artwork using appropriate vocabulary .
(e .g ., color, shape, line and texture)
80
J. TECHNOLOGIES
9.1.V K.J The learner will: The adult will:
Use a variety of • Explore a variety of art materials and Use recording devices (e .g ., digital camera, video recorder) to
technologies for tools . capture and share the creative process and finished works of
producing works • Participate in visual arts activities. art .
of art. • Manipulate materials in a variety of • Provide a variety of art materials.
ways . (e .g ., pounding, squeezing, • Rotate art materials to provide a variety of experiences.
cutting, rolling) • Guide students use of digital media applications.
• Use age-appropriate digital media • Engage a local expert (e.g., artist, sculptor, museum curator) as
applications to create works of art . a guest speaker .
• Use recording devices (e.g., digital • Take a virtual field trip to explore works of art. (e.g., museum,
camera, video recorder) to capture work artist in action)
in progress and finished work of art .
9.2 Historical and Cultural Context of Works of Art

BIG IDEA: Every culture has its own art forms .
ESSENTIAL QUESTION: Can I identify instruments and/or art forms from another culture?
D. PERSPECTIVE

Explain that • Explore instruments from different • Provide opportunities to explore instruments from different
instruments cultures . cultures . (e .g ., real or virtual)
or art forms • Participate in discussions about where • Display works of art from a variety of cultures.
represent various instruments and art forms • Share a variety of music and movement forms, explicitly using
cultural originate . appropriate vocabulary to label the forms . (e .g ., jazz, classical,
perspectives. • Identify cultures represented by various hip-hop, folk)
art forms . • Play many types of music.
• Discuss the cultures represented by art forms and instruments.
(e .g ., hieroglyphics—Egyptian; maracas—Spanish)
• Read books about a variety of cultures, pointing out similarities
and differences in art forms .
9.3 Critical Response to Works of Art

BIG IDEA: People evaluate art based upon a variety of characteristics .
ESSENTIAL QUESTIONS: Can I explain how I feel about a particular art form? Can I provide reasons that explain my feelings about
a particular art form?
F. IDENTIFICATION

Recognize and • Identify a variety of art. (e.g., photo, • Provide exposure to a variety of art forms.
name a variety of painting, drawing, sculpture) • Display students’ and professional art throughout the
art forms. • Name music type using age-appropriate classroom .
vocabulary . (e .g ., drumming, singing) • Discuss the various types and characteristics of art forms. (e.g.,
photography, painting, dance, performance)
• Take a virtual field trip to explore works of art. (e.g., museum,
artist in action)
81
G. CRITICAL RESPONSE
Formulate and • Observe, applaud, or comment on the Provide opportunities to work on creative activities in groups
share an opinion works of others . or individually .
about one’s own • Share an opinion about artwork when Model and encourage students to comment on others’ work .
work and that of asked . • Provide opportunities to explore increasingly more complex art
others. • Show respect for the response of others forms throughout the year .
to a work of art . • Use appropriate vocabulary when discussing art. (e.g., volume,
• Make comparative statements. (e.g., “I rhythm, line, color, characters, action)
used color just like …” “I can tap dance
like …”)
9.4 Aesthetic Response to Works of Art

BIG IDEA: Artwork can mean different things to different people .
ESSENTIAL QUESTION: How do I express my response to a work of art?
B. EMOTIONAL RESPONSE

Demonstrate • Respond through body language, facial • Ask students how works of art (e.g., artwork, music, movement)
an emotional expression, or oral language . (e .g ., make them feel .
response to humming, swaying, tapping foot) • Display students’ and professional art throughout the
viewing or • Respond (e.g., laugh, sigh) at appropriate classroom .
creating various times at others’ performance . • Provide a wide variety of art materials.
works of art. • Respond to works of art by vocalizing • Provide a wide variety of music and movement materials.
feelings . (e .g ., “This makes me feel • Provide a wide variety of dramatic and performance play
happy because …” “This makes me feel materials .
sad because …”)
• Respond to dramatic performances by
vocalizing feelings about characters and
actions .
82

Creative Thinking and Expression Glossary

Aesthetics—A branch of philosophy that focuses on the nature
Genre—A type of category . (e .g ., music—opera, oratorio;
of beauty, the nature and value of the arts, and the inquiry pro- theater—tragedy, comedy; dance—modern, ballet; visual arts—
cesses and human responses they produce .
pastoral, scenes of everyday life)
Aesthetic Response—A philosophical reply to works of art .
Humanities—The branch of learning that connects the fine
Artistic Choices—Selections made by artists to convey meaning .
arts, literature, languages, philosophy and cultural science . The
humanities are concerned with the understanding and integration
Arts Resource—An outside community asset . (e .g ., performanc- of human thought and accomplishment .
es, exhibitions, performers, artists)
Multimedia—The combined use of media, such as movies, CD-

Assess—To analyze and determine the nature and quality of the
ROMs, television, radio, print, and the Internet, for entertainment
process/product through means appropriate to the art form. and publicity .
Community—A group of people who share a common social, Original Works of Art—Dance, music, theatre, and visual arts
historical, regional, or cultural heritage . pieces created by performing or visual artists .
Create—To produce works of art using materials, techniques, Style—A distinctive or characteristic manner or expression .
processes, elements, principles, and analysis .
Technique—Specific skills and details employed by an artist,
Culture—The way of life of a particular social, ethnic, or age craftsperson, or performer in the production of works of art .
group of people which includes beliefs, customs, arts, and
behaviors . Timbre—A unique quality of sound .
Elements—Core components that support the principles of the Visual Arts—Art forms which are primarily visual in nature,
arts . such as ceramics, drawing, painting, sculpture .
83
Health, Wellness, and Physical Development

Learning about My Body

10.1 Concepts of Health

10.2 Healthful Living
10.3 Safety and Injury Prevention
10.4 Physical Activity – Gross Motor Coordination
10.5 Concepts, Principles, and Strategies of
Movement – Fine Motor Coordination
Get Up and and extras, like dessert, to

Move! nutritionally-appropriate
O
selections . Adults should work
besity is a growing
together to introduce and sus-
concern even for
tain healthy choices and habits
very young chil-
influence children’s ongoing
dren . Research indicates that
development and school success .
T
even children are eating inap-
propriate foods with too many eachers should model
calories . Early childhood set- healthy and safe prac-
tings have a unique opportunity tices and promote
to influence children’s healthy healthy lifestyles for children . In
eating and physical activity habits . Teachers need to addition, opportunities to experience active indoor and
plan adequate opportunities for children to exercise and outdoor play in which children use their bodies pro-
engage in movement activities including outdoor play . vide a foundation for lifelong healthy habits . Children’s
Including active movement games and songs as part of health, safety, and ability to learn are inextricably linked .
the indoor routine can also extend the amount of time Health and safety activities, integrated throughout the
children are exercising each day . Menus must be care- day, provide a means to support children’s cognition .
fully planned that offer healthy foods and limit snacks
84
HEALTH, WELLNESS, AND PHYSICAL DEVELOPMENT
10.1 Concepts of Health

BIG IDEA: Awareness of health concepts provides a foundation for healthy decision-making .
ESSENTIAL QUESTIONS: Do I have a basic understanding of my body? Can I identify basic health concepts that help my body
develop?
B. INTERACTION OF BODY SYSTEMS

Identify and • Name and point to specific body parts • Provide informational text that review basic body organs and
describe function and organs when asked . their functions .
of basic body • Describe the basic functions of body • Make outlines of body and add details to body parts.
parts and organs. organs . (e .g ., heart pumps blood) • Provide experiences that highlight the functions of body parts.
• Participate in body identification games (e .g ., add turkey baster to water table and discuss how a heart
and songs . (e .g ., Hokey Pokey) pumps)
• Draw pictures that include some body
parts and organs .
• Participate in discussions about the
functions of specific body parts .
C. NUTRITION

Identify foods that • Identify healthy and unhealthy foods. • Provide a variety of healthy choices at snack or meal time.
keep our bodies • Classify foods by their food groups. (e.g., • Create a healthy/not healthy picture sort game.
healthy. fruits, vegetables, dairy) • Label storage bins in dramatic play area by food group
• Make healthy food choices. classification (encourage food classification) .
• Classify food as nutritious. • Discuss the importance of making healthy food choices.
• Identify foods to include in specific food • Model healthy eating.
groups . • Provide cross-curricular activities that include nutrition topics.
• Design a meal using foods from several • Display MyPlate graphic near eating area to encourage healthy
food groups . portioning of food .
• Provide examples of healthy meals.
D. ALCOHOL, TOBACCO, AND CHEMICAL SUBSTANCES

Distinguish • Describe healthy behaviors. • Provide opportunities to discuss what happens when we are sick
between healthy • Identify unhealthy behaviors. (e.g., and what we do to feel better .
and unhealthy smoking) • Discuss positive and negative characteristics of medicine use.
behaviors. • Participate in discussions on times when • Remind students to only take medicine from a trusted adult.
medicine is needed versus misuse of (e .g ., family member, school nurse)
medication . • Discuss the purposes of safety caps on medicine.
• Participate in discussions on safety • Discuss what to do when unhealthy substances are found. (e.g.,
practices related to proper medicine use medicine, tobacco)
and storage . (e .g ., out of reach, locked • Model proper use of medicine. (e.g., proper storage in first aid
cabinet, refrigerator) kits, double-checking medicine is going to appropriate student)
• Demonstrate how to say “No” to drugs.
• Identify trusted adults who can give
medicine . (e .g . . family members, school
nurse)
85
E. HEALTH PROBLEMS AND DISEASE PREVENTION
Identify and • Participate in discussions about • Use teachable moments (e.g., many students absent due to
discuss common infectious (e .g ., colds, flu, chicken pox, flu, students needing an inhaler) to discuss different types of
health problems pink eye) and non-infectious illnesses illnesses .
and risk factors. (e .g ., asthma, allergies) . • Model healthy practices that prevent the spread of germs. (e.g.,
• Discuss the concept of “germs.” cough into elbow, wash hands)
• Participate in activities that exemplify • Discuss illness prevention.
the spread of germs to learn healthy • Engage students in hands-on experiences that exemplify the
practices . spread of germs to encourage healthy practices .
• Describe ways that germs can spread. • Read books about specific illnesses and illness prevention.
• Explain how germs can make someone
ill .
• Explain how rest, exercise, and good
nutrition keep us healthy .
• Identify signs of illness. (e.g., fever,
headache, stomach ache, vomiting,
diarrhea)
10.2 Healthful Living

BIG IDEA: Children need to make healthy choices to optimize their learning potential .
ESSENTIAL QUESTION: What are things I can do to keep myself healthy?
A. HEALTH PRACTICES, PRODUCTS, AND SERVICES

Identify • Practice basic hygiene routines with Invite local health experts (e .g ., dentist, doctor, nurse,
fundamental adult reminders . (e .g ., hand washing, physical trainer) to the classroom to discuss how they help to
practices for good tooth brushing, cover nose and mouth keep us healthy .
health. when sneezing) • Provide daily opportunities to practice hygiene routines.
• Identify specific practices that support • Display MyPlate near mealtime area to encourage healthy
body development and function . (e .g ., portioning of food .
exercise, good nutrition, rest) • Encourage children to rest to help their bodies stay healthy.
• Discuss the role hygiene plays in • Model and encourage exercise and active play.
keeping us healthy .
• Use a variety of resources to review healthy practices. (e.g.,
• Identify people that help keep us books, videos, songs, applications)
healthy . (e .g ., doctor, nurse, or dentist;
gym teacher)
• Identify tools and practices that doctors
and dentists use to keep us healthy .
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E. HEALTH AND THE ENVIRONMENT
Identify • Discuss plants, insects, and animals Engage a local expert (e .g ., pest control professional, high
environmental that could be harmful . (Share personal school or college professional, florist) as a guest speaker .
factors that affect experiences when relevant .) • Read books about plants, insects, and animals that might be
health. • Identify harmful substances. harmful .
• Describe things in the environment that • Explicitly label plants within the classroom as “nontoxic” and
can be harmful . (e .g ., loud noise, smoke, explain .
pollution, temperature, insects, plants) • Talk about harmful substances and objects.
• Discuss how we protect our bodies in • Recognize and use teachable moments (e.g., avoiding insect
different seasons . (e .g ., use sunscreen in nest on playground, avoiding stray dog, applying sunscreen,
summer, wear warm clothing in winter) locking up cleaners) to discuss how to stay safe in the natural
• Describe ways to protect oneself from environment .
harmful factors in the environment .
10.3 Safety and Injury Prevention

BIG IDEA: Awareness of safe and unsafe practices provides a foundation for healthy decision-making .
ESSENTIAL QUESTION: What are things I can do to keep myself and others safe?
A. SAFE AND UNSAFE PRACTICES

Recognize safe • Identify and follow basic safety rules. • Display and discuss classroom safety rules.
and unsafe (e .g ., on playground, in classroom, on • Discuss basic rules. (e.g., crossing street, stranger danger, car
practices. field trip, crossing street) seat safety, water safety, bike safety)
• Identify consequence of an unsafe • Use a variety of resources to review safe and unsafe practices.
behavior . (e .g ., videos, songs)
• Identify and avoid unsafe practices. • Use natural consequences as teachable moments to reinforce
(e .g ., playing with matches, talking to safe practices .
strangers) • Discuss consequences of unsafe behavior.
• Explain community workers (e.g., • Engage local experts (e.g., police officers, firefighters, emergency
firefighters, police officers) keep us safe . management personnel) as guest speakers .
• Identify behaviors to assure safe practice.
(e .g ., looking both ways when crossing
the street, not talking to strangers,
wearing a helmet when riding a bike)
• Demonstrate and describe the
importance of safety rules .
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B. EMERGENCY RESPONSES
Recognize • Identify procedures for a variety of • Define what constitutes an emergency.
emergency emergencies . (e .g ., fire, tornado, • Practice making 911 calls.
situations intruder, medical emergency) • Provide opportunities to practice sharing personal identifying
and discuss • Participate in discussions that information in case of emergency .
appropriate differentiate between emergencies and • Demonstrate and practice “STOP, DROP, ROLL” and other
responses. non-emergencies . emergency procedures .
• Practice emergency procedures in • Practice fire and emergency evacuation procedures.
school and at home .
• Use a variety of resources to discuss emergency situations. (e.g.,
• Identify personal identifying books, songs, applications)
information . (e .g ., name, phone
• Engage local experts (e.g., police officers, firefighters, emergency
number, address)
management personnel) as guest speakers .
• Provide feedback after practicing emergency procedures.
10.4 Physical Activity – Gross Motor Coordination

BIG IDEA: Children gain control over their bodies and body movements through active experiences and exploration .
ESSENTIAL QUESTION: How do I control and coordinate my body during large motor activities and games?
A. CONTROL AND COORDINATION

Demonstrate • Combine large motor movements with • Review safety rules prior to large motor activities.
coordination of the use of equipment . (e .g ., catch a ball, • Provide targets to throw toward. (e.g., hula hoops or baskets)
purposeful body throw a beanbag or ball overhand with • Include materials and equipment that encourage active play.
movements. aim, kick a ball) (e .g ., three- or four-wheeled steerable vehicles, balls, climbers
• Move and stop with control. and slides, ramps)
• Use outdoor gross motor equipment. • Provide daily outdoor time.
• Run with control and direction. • Create opportunities to participate in large motor movement
• Engage in gross motor games. (e.g., games that involve partners .
Hokey Pokey, London Bridge, Simon • Engage in gross motor play with students.
Says)
• Perform a variety of movements
alongside and with a partner .
• Participate in group games. (e.g., Follow
the Leader, Tag, Kickball)
• Hit a stationary target with an overhand
throw .
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B. BALANCE AND STRENGTH
Exhibit balance, • Use gross motor movements to learn • Provide opportunities to participate in a variety of motor
strength, stamina, new skills and engage in new activities . activities . (e .g ., including sway, stretch, pull, push, bend, squat)
and agility. • Engage in large motor activities that • Provide space and opportunities daily for students to walk, run,
require strength and balance . (e .g ., and climb .
marching, hopping, skipping, running, • Provide daily opportunities to engage in gross motor activities
jumping on one foot, dancing, walking inside . (e .g ., dancing and moving to music, beanbag toss)
tip toe) • Include large motor movements during transitional times. (e.g.,
• Walk on a balance beam. hop to the table, jump five times while you wait to wash your
• Climb stairs using alternating feet. hands)
• Participate in an obstacle course. • Include motor games and songs. (e.g., Skip to my Lou and The
(e .g ., through tunnels, over or under Farmer in the Dell)
equipment) • Create obstacle courses to practice gross motor movements.
10.5 Concepts, Principles, and Strategies of Movement – Fine Motor Coordination

BIG IDEA: Fine motor practice helps children develop eye-hand coordination, strength, and controlled use of tools .
ESSENTIAL QUESTIONS: How do I use my hands and fingers to manipulate objects? How do I develop eye-hand coordination?
A. STRENGTH, COORDINATION, AND MUSCLE CONTROL

Use dexterity • Practice self-help skills. (e.g., zipping, • Encourage students to dress independently. (e.g., tie shoes, zip
and strength snapping, buttoning, tying shoes) coat)
to manipulate • Use scissors to cut on a line. • Provide opportunities to use scissors.
objects. • Trace templates or forms. • Provide opportunities to trace templates or forms.
• Use tongs or tweezers to pick up objects. • Provide opportunities to manipulate objects. (e.g., tweezers and
• Manipulate smaller objects. (e.g., pegs tongs to grasp objects, puzzles)
into a pegboard, puzzle pieces, string
beads, trace a line or circle, pound pegs)
B. EYE/HAND COORDINATION

Coordinate • Act out finger plays. • Teach and encourage students to participate in finger plays.
eye and hand • Use scissors to cut on a straight line. • Provide opportunities to use scissors.
movements to • Complete self-help skills. (e.g., zip, • Encourage and allow students to dress independently. (e.g., zip
perform an snap, button, or tie) coat, tie shoes)
advanced task.
• Manipulate smaller objects. (e.g., pegs • Supply tweezers and tongs to grasp objects.
into a pegboard, puzzle pieces, string • Provide a variety of smaller objects to manipulate.
beads) • Provide opportunities to pour and serve own food.
• Use tools to pour. (e.g., funnels, basters, • Provide opportunities for writing across the curriculum.
and pitchers)
• Use lined paper during daily writing
experiences .
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C. USE OF TOOLS
Use tools with • Demonstrate control with writing and • Provide a variety of materials and experiences that offer
control and skill drawing implements . manipulative practice . (e .g ., art, writing, puzzles)
to perform tasks. • Choose appropriate tool for a specific • Encourage students to create letters using proper letter
task . formation and sizing .
• Use writing and drawing implements • Maintain a writing center with a variety of writing implements
with functional grasp . (e .g ., pincer and art tools .
grasp, tripod grip) • Encourage students to use utensils appropriately during snack
• Use a variety of art tools (e.g., glue and mealtimes .
sticks, paintbrushes, scissors) for a
specific purpose .
• Use utensils for eating appropriately.
• Practice using computer mouse.
90
Health, Wellness, and Physical
Development Glossary

Agility—A component of physical fitness that relates to the ability Locomotor Movement—Movements producing physical dis-
to rapidly change the position of the entire body in space with placement of the body, usually identified by weight transference
speed and accuracy . via the feet . Basic locomotor steps are the walk, run, hop, and
Balance—A skill-related component of physical fitness that jump, as well as the irregular rhythmic combinations of the skip,
relates to the maintenance of equilibrium while stationary or slide, and gallop .
moving . Manipulate—Handle or control, typically in a skillful manner .
Body Systems—A group of organs that work together to perform Motor Skills—Non-fitness abilities that improve with practice
a certain task . and relate to one’s ability to perform specific sports and other
Coordination—A skill-related component of physical fitness that motor tasks (tennis serve, shooting a basketball) .
relates to the ability to use the senses together with body parts in Movement Skills—Proficiency in performing non-locomotor,
performing motor tasks smoothly and accurately . locomotor, and manipulative movements that are the foundation
Developmental Differences—Learners are at different levels for participation in physical activities .
in their motor, cognitive, emotional, social, and physical develop- My Plate—A visual cue to help consumers adopt healthy eating
ment . The learners’ developmental status will affect their ability to habits by encouraging them to build a healthy plate, consistent
learn or improve . with the 2010 dietary guidelines for Americans .
Developmentally Appropriate—Motor skill development and Non-Locomotor Movement—Movements that do not produce
change that occur in an orderly, sequential fashion and are age- physical displacement of the body .
and experience-related . Nutrition—The sum total of the processes involved in the taking
Directions—Forward, backward, left, right, up, down . in and the use of food substances by which growth, repair, and
Fine Motor—Action involving the small muscles of the hands maintenance of the body are accomplished .
and wrists . Physical Activity—Bodily movement produced by the contrac-
Flexibility—A health-related component of physical fitness that tion of the skeletal muscle and which substantially increases
relates to the range of motion available at a joint . energy expenditure .
Food Guide Pyramid—A visual tool used to help people plan Physical Education—Planned, sequential, movement-based
healthy diets according to the Dietary Guidelines for America . program of curricula and instruction that helps students develop
knowledge, attitudes, motor skills, self-management skills, and
Health—A state of complete physical, mental, and social well- confidence needed to adapt and maintain a physically active life .
being; not merely the absence of disease or infirmity .
Physical Fitness—A set of attributes that people have or achieve
Health Education—Planned, sequential PK-12 program of that relate to their ability to perform physical activity .
curricula and instruction that helps students develop knowledge,
attitudes, and skills related to the physical, mental, emotional, Strength—The quality or state of being strong; bodily or muscu-
and social dimensions of health . lar power; vigor .
Gross Motor—The abilities required to control the large mus- Safety Education—Planned, sequential program of curricula
cles of the body for walking, running, sitting, crawling, and other and instruction that helps students develop the knowledge, at-
activities . titudes, and confidence needed to protect them from injury .
91
Social and Emotional Development

Student Interpersonal Skills

16.1 Self-Awareness and Self-Management

16.2 Establishing and Maintaining Relationships
16.3 Decision-Making and Responsible Behavior
Positive Behavior
and supportive environment
Techniques
in which all children are
A
ll children benefit
respected and valued .
A
from safe,
ll children need
nurturing early child-
environments, clear and con- hood
sistent routines, and effective experiences that nurture
caregivers who understand emotional security, positive
children’s behavior as attempts to self-concept, and respect for
communicate needs . When children are others . Children’s social and emotional development are
taught skills to assist them in positive communication, strengthened when they have experiences that promote
coping, and interpersonal relationships, challenging a sense of identity and belonging within an accepting
behaviors can be prevented . For a smaller group of and responsive environment . Adults support children’s
children more focused efforts can be applied to address self-identity and social competence by modeling respect
specific behavioral needs . An even smaller population for the children, using positive guidance techniques
of children will need more intensive interventions in that support the development of self-control and inter-
collaboration with trained professionals . This tiered- personal problem-solving, and by encouraging positive
approach to addressing behavior contributes to a safe approaches to learning and interacting with others .
92
SOCIAL AND EMOTIONAL DEVELOPMENT: STUDENT INTERPERSONAL SKILLS
16.1 Self-Awareness and Self-Management

BIG IDEA: Understanding of self and ability to regulate behaviors and emotions are inextricably linked to learning and success .
ESSENTIAL QUESTIONS: How do I develop positive feelings about myself? How do I express and manage my emotions?
A. MANAGES EMOTIONS AND BEHAVIORS

Distinguish • Express feelings that are appropriate to • Use Positive Behavior Support to encourage students’ social and
between emotions the situation . emotional success .
and identify • Express feelings verbally, through play, • Establish and state clear behavior expectations.
socially accepted and artistic representation . • Offer materials to creatively express emotions.
ways to express • Name a range of feelings. (e.g., happy, • Read books about feelings and talk about the outcomes.
them. sad, angry, surprised) • Engage students in discussions about how they feel when they
• Control negative responses. (e.g., experience certain situations . (e .g ., positive and negative)
express response in appropriate way: • Model appropriate emotional responses. (e.g., “I feel …” “That
talk with a peer or tell a teacher) made me feel …”)
• Know when to withhold expressions of • Explain appropriate “cool-down” strategies.
feelings in certain situations .
• Respond to students verbal and nonverbal cues.
B. INFLUENCES OF PERSONAL TRAITS ON LIFE ACHIEVEMENTS

Recognize that • Demonstrate awareness of self and • Encourage an environment where cultural and personal
everyone has one’s own preferences . diversity are valued .
personal traits • Know and state independent thoughts • Provide opportunities to make decisions and choices.
which guide and feelings . • Support students in sharing opinions about classroom activities,
behavior and • Demonstrate pride in own choices, and other experiences .
choices. accomplishments . • Graph students’ likes and dislikes.
• Demonstrate confidence in own • Share enthusiasm and describe students’ abilities and
abilities . (e .g ., “I can kick that ball really preferences . (e .g ., “I see you enjoy building with the blocks .”)
far .”) • Display students’ work at their eye level.
• Choose materials and activities based on
preferences and personal interests .
C. RESILIENCY

Recognize that • Use positive coping strategies. (e.g., stay • Foster a positive environment where mistakes can happen
everyone makes calm when something does not go as without embarrassment or ridicule .
mistakes and that intended, stop and take a deep breath, • Model positive coping strategies.
using positive short break) • Understand that students struggling to identify basic feelings
coping skills • Recognize when a mistake happens and may not demonstrate resiliency until those basic emotion
can result in strive to learn from the experience . related skills develop .
learning from the • Move forward with a second attempt at • Offer a space where students can regain composure.
experience. something after the first attempt was • Talk through a challenging experience with students.
unsuccessful .
• Help students understand that mistakes will happen.
• Encourage students to talk about mistakes and understand it as
a learning opportunity .
* See also AL.4 K.B • Acknowledge students’ demonstration of efforts to persevere
during difficult or frustrating times .
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D. GOAL-SETTING
Establish goals • Set, discuss, and reflect on goals. (e.g., Explicitly use words such as “goal,” “plan,” “achieve,” “met,”
independently behavioral, learning, play) “change .”
and recognize • Recognize and adopt strategies to meet • Use “Plan-Do-Review” strategy to encourage planning and
their influence on short- and long-term goals . discussion about goals and follow-through .
choices. • Analyze and evaluate alternative • Establish and maintain a safe climate in which reasonable risks
strategies in meeting goals . are accepted and encouraged .
• Discuss students’ choices in terms of “goals” to be met and
alternative strategies in meeting them .
16.2 Establishing and Maintaining Relationships

BIG IDEAS: Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact
children’s ability to learn, respect adult authority, and express themselves . Positive peer interactions create collaborative learning
opportunities . Relationships with others provide a means of support .
ESSENTIAL QUESTION: How do my relationships with adults and peers help me feel secure, supported, and successful?
A. RELATIONSHIPS – TRUST AND ATTACHMENT

Interact with • Engage in reciprocal conversation with • Use Positive Behavior Support to support students’ social and
peers and adults peers and adults . emotional success .
in a socially • Respond to adult’s questions and • Model appropriate methods and strategies of interaction based
acceptable directions . on school and community culture .
manner. • Demonstrate appropriate affection for • Talk about ideas related to school work, play, and home life.
familiar adults and peers . • Arrange the environment to encourage collaboration.
• Seek out companionship from another • Use literature as a teaching strategy for appropriate and
student . inappropriate interaction .
• Use words denoting friendship. • Provide duplicate materials so students can play together.
• Ask a peer to play. • Set timers to encourage material or equipment sharing.
• Play cooperatively with a few peers for a • Incorporate daily blocks of time for uninterrupted student-
sustained period of time . directed play .
• Respond with empathy to others who • Provide daily opportunities for individual conversations between
are upset . students and adults .
• Share and take turns. • Describe others’ feelings during difficult situations.
• Respect feelings and belongings of
others .
94
B. DIVERSITY
Identify • Understand each person has a set of • Model and promote strategies that embrace individual and
similarities unique characteristics . family diversity .
and differences • Create drawings of people (including • Provide opportunities to discuss and compare personal traits
between self and self-portraits) depicting body among members of the class .
others. parts, clothing, and other physical • Encourage family members to volunteer or share information,
characteristics . materials, and activities that reflect home cultures .
• Label personal characteristics. • Include multicultural materials, especially those relevant to the
• Discuss similarities and differences cultures within the class .
between self and others . • Display pictures/posters depicting students/families of different
• Understand family structures differ from races, cultures, ages, and abilities .
one family to another . • Explicitly discuss points of difference in thoughts and feelings.
• Understand thoughts and feelings of
others may differ from own .
• Demonstrate respect for children’s
difference . (e .g ., including differences in
thoughts and feelings)
C. COMMUNICATION

Engage in • Communicate using details related to • Explicitly restate comments made by students and encourage
reciprocal topic being discussed (including topics those responding to add further detail, or contribute further to
communication of personal interest, and special events) . the topic being discussed .
with adults and • Pose questions related to topic being • Explicitly teach students what a question is.
peers. discussed . • Help students create and pose questions to initiate or continue a
• Respond to questions posed by adults conversation .
and peers . • Model acceptable conversational cues. (e.g., wait time, turn-
• Recognize conversational cues. (e.g., taking)
wait time, turn-taking) • Talk about events that are currently relevant to students.
D. MANAGING INTERPERSONAL CONFLICTS

Recognize that • Use appropriate words and actions to • Model, teach, and discuss possible strategies for resolving
conflict occurs express own needs . conflict . (e .g ., use of puppets, role-playing, stories
and distinguish • Identify a problem and discuss possible demonstrating conflict resolution)
between solutions . • Be open and available to help students resolve conflicts. (e.g.,
appropriate and • Practice independently solving simple “I” messages)
inappropriate conflicts with peers . • Design an area in the room that encourages students to solve
ways to resolve conflicts .
• Practice negotiating conflicts using
conflict.
words before seeking help or reacting
*See also 5.2 K.B physically .
• Accept and attempt teacher’s or others’
ideas on strategies to solve a conflict .
95
E. SUPPORT – ASKING FOR HELP
Ask for and accept • Attempt tasks independently before Encourage students to turn to peers for assistance .
offers of help asking for help . • Create an environment of trust by providing consistency and
when needed or • Recognize when help is needed. predictability . (e .g ., in daily routines, activities, staff)
appropriate. • Recognize appropriate sources of help. • Offer assistance in helping a student complete a task.
(e .g ., familiar adult, community helpers, • Discuss where students can go for help when needed. (e.g.,
peers) familiar adult, community helpers, peers)
• Ask for adult help to solve a problem or
to complete a task .
• Respond appropriately to offers of help.
(e .g ., “That’s okay, I can do it .” or “Yes,
thank you .”)
16.3 Decision-Making and Responsible Behavior

BIG IDEA: Actions and behaviors either positively or negatively affect how I learn, and how I get along with others .
ESSENTIAL QUESTION: How do I use healthy strategies to manage my behavior?
A. DECISION-MAKING SKILLS

Interpret the • Recognize unsafe situations. • Provide opportunities for children to contribute to rule making.
consequences of • Tell an adult of unsafe situation. • Offer opportunities to discuss reasons for having rules.
choices. • Warn a peer about a safety risk. (e.g., • Display rules created by students in the classroom.
chair not pushed in) • Model and teach a variety of decision-making strategies. (e.g.,
• Encourage peers having a dispute to vocabulary associated with decision-making strategies and
use positive decision-making strategies . consequences)
(e .g ., use their words and work it out) • Provide reminders of rules and consequences when students
• Discuss the reasons for having rules. test the rules .
• Use natural consequences (e.g., falling due to running in
the classroom) as opportunities to discuss consequences of
behaviors .
B. UNDERSTANDING SOCIAL NORMS (Social Identity)

Recognize there • Transition between places and people • Discuss expectations of differing environments. (e.g., library,
are socially with minimal distress . restroom, cafeteria, classroom, outside)
acceptable ways • Use inside voices while indoors and • Discuss expectations of a new or unfamiliar environment or
to behave in outside voices when outdoors . situation . (e .g ., field trip, classroom visitor)
different places. • Cooperate in both large and small group • Provide literacy experiences related to socially acceptable ways to
activities facilitated by adult . behavior in different places .
• Apply classroom rules to new situations. • Model appropriate behavior.
• Adjust to changes in routines and • Provide consistent rules and expectations in classroom
activities . environment .
• Follow rules and routines in classroom • Encourage families to provide consistent rules and expectations
and other settings with reminders . in home environment .
96
C. RESPONSIBLE ACTIVE ENGAGEMENT – EMPATHY
Actively engage • Respond with empathy to others who • Encourage peers to help one another rather than offering adult
in assisting are upset . assistance .
others when • Recognize when someone needs help • Identify and describe other people’s feelings, including use of
appropriate. and offer assistance . nonverbal cues .
• Respect another’s attempts to complete • Read and discuss books about empathy.
tasks independently . • Provide specific feedback and acknowledgement on students’
efforts to help others .
Social and Emotional Development
Glossary

Active Engagement—The process of acting, participating, assist- Culture—Shared attitudes, values, goals, behaviors, interactions
ing, or actively connecting with others . and practices that are learned through social interactions which
Communication—Processes by which information is exchanged identify or distinguish groups .
between individuals . Decision-Making—Process of coming to a conclusion or
Communication Skills—Verbal and nonverbal means of ef- determination .
fectively conveying meaningful information . Diversity—Variety of characteristics that make individuals
Conflict—Inherent incompatibility between two or more people unique .
or two or more choices . Emotions—The outward and inward expression of a person’s
Conflict Resolution—Process by which issues arising from a state of mind based upon personality, mood, and temperament
disagreement or clash between ideas, principles, or people are that influence relationships and must be appropriately managed .
settled . Resilience—An ability to recover from or adjust easily to misfor-
Consequence—A positive or negative outcome resulting from a tune or change .
choice or decision . Pyramid Model—Is used to support social and emotional com-
Coping Skills—Behavioral tools that enable one to express nega- petence in infants and young children .
tive feelings in ways that are not self-destructive or threatening to
others and to overcome personal adversity or stress .
97
Partnerships for Learning

Families, Schools, and Communities

1. Families are supported and connected to community

resources.
2. School communities and families build partnerships
that are affirming, reciprocal, and respectful.
3. Families have the knowledge and understanding to
encourage and support their students’ learning and
development.
4. Family members have support from other families
empowering and strengthening the entire school
community.
5. Families are supported by the school community to
develop and use leadership and advocacy skills.
6. Families are supported in times of transition.
T T
he Pennsylvania Part- he partnerships
nerships for Learning between the student,
Standards were in- family, school, and
formed by nationally recognized community are crucial to
resources including the Head children’s learning . Schools,
Start Parent, Family and Com- families, and community
munity Engagement Frame- partners should work together
work, PTA National Standards to share information about
for Family-School Partner- individualized learning plans
ships®, and the Strengthening and goals, assure positive tran-
Families Protective Factors sitions to and from community
Framework™. Information on these and classroom settings, and identify and
resources can be found in the resource guide at the end refer family members to community agencies when
of the standards . appropriate .
98
PARTNERSHIPS FOR LEARNING: FAMILIES, SCHOOLS, AND COMMUNITIES

STANDARD 1: Families are supported and connected to community resources.

BIG IDEAS: Each family has its own unique set of needs that change over time . School staff are non-judgmental in helping families to
identify and address strengths and needs . School staff build upon family strengths and support families as needs arise so families are
confident and knowledgeable about how to access resources .
ESSENTIAL QUESTIONS: What policies and procedures are in place to connect families to available resources and supports? How
do I convey to families that it is a strength to access resources and supports?
FAMILIES BENEFIT FROM COMMUNITY SUPPORTS AND RESOURCES THAT ARE RESPONSIVE TO THE CHANGING
NEEDS OF FAMILIES AND BUILD UPON THEIR STRENGTHS.
Supportive Practices of School Staff Families Will Experience
School staff act as facilitators to connect families to community resources. • Families are comfortable sharing their
• Identify and understand the services that are provided within the community. Identify strengths (assets), questions, and needs .
contacts to facilitate collaborative work . • Families seek and receive information
• Build relationships with other community agencies and use their expertise to build about community supports and resources
knowledge about the culture in the community, including community characteristics, from trusted individuals .
strengths, challenges, unique needs, and resources available . • Families receive referrals and information
• Create a family resource area that is accessible within the community or school. from people that they have established
Routinely share information with families about the resource area and the availability relationships . In turn, families use
of information . these established relationships to make
• Share information with families and the community in a variety of ways including connections with new agencies .
hard copies, electronically, website, local newspaper, social media, etc . • Families choosing to access additional
• Encourage families that have accessed community resources and supports to share resources have the information and
their stories to help others . support they need to make the next step .
• Collaborate with other professionals (e.g., behavioral health, child welfare, out of • Families serve as information agents
school time) ensuring that there is ongoing communication and development of and help provide access to community
successful educational strategies for the student and supports for the family . services .
• Recognize that the overall health and well-being of the entire family has an impact on
a student’s learning and development .
99


Making referrals • Families are knowledgeable about and
• Share information with families about available events, classes, workshops, and feel supported to access resources
community supports . that meet their needs in a way that is
• Provide materials from agencies and information and referral providers. comfortable .
• Recognize that the strengths and needs of a family change over time. Maintain open • Families recognize that asking for support
communication with families so relationships are established as needs arise . or help is a sign of strength .
• Recognize that the family is the decision-maker for connecting to services. As • Families do not feel stigmatized when
appropriate, facilitate connections with other agencies/supports, ensuring that any asking for, or receiving, assistance or
information exchange follows confidentiality procedures . support .
• Provide specific resources as families identify needs, and empower them to make • Families receive referrals in a language
connections . (e .g ., specific contact name, best time to call, what information will be that makes sense to them and provide all
asked, directions to the location) of the necessary information and support
in making the first contact .
• Develop ongoing information-sharing processes with other agencies which work with
families . (e .g ., human services agencies, educational enrichment programs, youth • Families receive consistent messages that
activity programs, fitness center, library) community supports and resources are
available to meet specific needs .
• Be sensitive to some families’ reluctance to act on potential referral or additional
evaluation recommendations . Periodically re-assess, discuss, and encourage families • Families have the opportunity to share
to share potential concerns they have or barriers they have encountered to accessing information about their experiences with
supports . service providers with other families .
• Recognize and support the family’s resiliency as they manage stressful situations and
identify potential solutions .
• Respond immediately when families are in crisis.
• Follow up with the family after making a referral to find out if they were successful in
accessing the support needed . If not, problem-solve solutions with the family .
• Provide information and resources to enable families to access affordable, quality
health care, including screenings (e.g., physical, mental, dental, and social/emotional
development) and behavioral health care in ways that are non-stigmatizing to the
student and family .
• Guide and support families through the process when a referral may be needed by
sharing observations and child progress, so that the family can access the necessary
supports and resources for their student .
• Recognize that age, economics, culture, and experiences impact how families set goals
and access resources .
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STANDARD 2: School communities and families build partnerships that are

affirming, reciprocal, and respectful.
BIG IDEAS: Students thrive when families and schools have strong partnerships to support their learning . Schools have a
responsibility to initiate the building of partnerships with families .
ESSENTIAL QUESTIONS: What policies and procedures are in place to build relationships with families? How do I seek to
understand a family’s strengths, values, beliefs, and attitudes towards learning? How does our school share its strengths, values,
beliefs, and attitudes towards learning with families? How do I develop two-way and meaningful relationships with families so a
student’s learning is enhanced?
STUDENTS BENEFIT WHEN PARTNERSHIPS FOR LEARNING ARE RELATIONSHIP-BASED, RECIPROCAL, AND BUILD
UPON STRENGTHS OF THE CHILD AND FAMILY.
Policies and procedures. • Families are aware of their rights and
• The school has clearly defined written policies and procedures that are informed by responsibilities and knowledgeable about
family input, and are reviewed and discussed openly on a regular basis with families . how to act on them . (e .g ., expectations of
These policies and procedures include: the family, accessing the school district
– roles and responsibilities of school staff, dispute resolution process, accessing
related services)
– expectations of school staff and families,
• Families feel comfortable and are
– student attendance,
welcome when coming to the school or
– timely responses to phone calls and messages from families, scheduling a classroom visit .
– student and family rights, including appropriate steps to resolve conflicts (i .e . • Families trust that their personal
bullying, disciplinary actions, special education), information will not be shared without
– maintaining confidentiality, their consent .
– regarding classroom visitation so family members have access and can visit, • Families have written information to
volunteer, and/or participate in their student’s education, refer to, and know whom to contact with
– school mission, approaches to learning, and curriculum used within the school . questions or concerns .
• Families have an opportunity to provide
feedback to school staff .
101


Approaches to relationship-building • Families are asked for their observations
• Acknowledge that family members are the student’s primary teacher and are experts about their students’ development .
on their student . • Families feel validated and supported
• Create ongoing formal and informal opportunities to engage with families about their in their roles as their students’ primary
interests, strengths, expectations, concerns, joys, and achievements . teachers and experts on their students .
• Use information about family’s strengths, interests, expertise, and vision for their • Families feel comfortable and routinely
student to support the student’s learning and development . provide feedback and input to their
• Use parents’ preferred methods for communication. students’ education .
• Promote ongoing and reciprocal communication about day-to-day activities between • Families are equal partners in supporting
school staff and families . their students’ learning and development .
• Recognize and create opportunities for school staff and families to have fun and learn • Families use strategies to overcome
together . barriers .
• Recognize that obstacles to relationship-building can be overcome, and actively seek • Families provide and receive
out strategies and resources when barriers exist. (e.g., talking with the principal/ communication in their preferred
supervisor, consider if a misunderstanding may be related to cultural differences method .
between staff and the family’s cultural approach to the situation, seek additional • Families participate in events that
information) are part of their students’ school and
• Provide opportunities for families to share information about their children, their community .
goals, and vision for their children’s learning and development . • Families provide feedback and
• Provide families information about topics that are relevant to their children’s information and are engaged in their
learning . (e .g ., supporting literacy; Science, Technology, Engineering and Math students’ learning process .
(STEM); bullying; screen time; etc .) • Families see that their strengths and
interests are used to support their
students’ learning .

Practices to honor a family’s unique culture • Families feel affirmed and acknowledged.
• Recognize that culture is defined as “an integrated pattern of human behavior, which • Families feel their culture and values are
includes but is not limited to—thought, communication, languages, beliefs, values, supported by the school .
practices, customs, courtesies, rituals, manners of interacting, roles, relationships, • Families feel validated that the school
and expected behaviors of a racial, ethnic, religious, social, or political group; the recognizes their unique family
ability to transmit the above to succeeding generations; dynamic in nature” (National composition .
Center for Cultural Competence 2004, 4) . • Families share cultural and other
• Seek to understand each family’s unique culture. community events with the school and
• Use culturally responsive teaching and learning to maximize students’ learning other families .
opportunities . • Families feel empowered to share their
• Learn about whom the student and primary caregiver(s) considers “family,” invite culture to educate other students,
them to be a participant in the student’s education, and engage in school activities . families, and staff within the school .
• Ensure that family communications are done in culturally sensitive ways that
accommodate family literacy levels and language needs .
• Recognize that daily routines, such as eating, the ways that holidays are celebrated,
special events, and how emotions are expressed, are culturally influenced . Actively
gather this information from families and, as appropriate, incorporate into school
activities .
• Encourage school participation in cultural and other events within the community.
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STANDARD 3: Families have the knowledge and understanding to encourage

and support their students’ learning and development.
BIG IDEAS: Families are the foundation of a student’s education and learning . Families are the common link throughout a student’s
educational experience . Information and support in the early years form the foundation for lifelong informed and engaged parenting .
ESSENTIAL QUESTIONS: What policies and procedures are in place to provide information and support families to encourage
their students’ learning and development? How do I ensure that information provided to families reflects best practice and current
knowledge? How does the school acknowledge and respect a family’s culture and use culturally responsive teaching and learning? How
does our school ensure that information exchange is two-way and meaningful and used to support the students’ learning?
THE BOND BETWEEN STUDENT AND FAMILY IS THE STABLE CONNECTOR THROUGHOUT A STUDENT’S LIFE.
STUDENTS BENEFIT FROM HAVING ONGOING FAMILY SUPPORT TO PROMOTE THEIR LEARNING.
School provides information about child development and how the • Families feel valued as a member of their
classroom/school supports learning students’ learning team .
• Provide information about child development milestones, including healthy social and • Families provide information about their
emotional development, in a way that is accessible and relevant to families . students’ development and learning
• Provide information about the Pennsylvania Learning Standards for Early Childhood styles .
and how they are implemented in the classroom . • Families help children develop a positive
• Discuss school district curriculum and how it is aligned with the Pennsylvania cultural identity and interact in a diverse
Learning Standards for Early Childhood . society .
• Discuss with families how their everyday routines and activities support learning • Families are competent and confident
standards . in their understanding of basic child
• Share with families how the indicators of school- and district-level academic development .
achievement and growth are measured . • Families explore and share with others
• Share with families how grade-level and student data inform classroom instructional how their experiences with learning and
practices to support learning and development of students . their family culture impact their students’
learning .
• Communicate with families the role of play and active learning in the instructional
process . • Families understand how their students’
program supports learning and they feel
• Create videos, picture books, written schedules, and/or newsletters that depict the
confident to expand upon the learning
learning routines of the classroom/school.
themselves .
• Clarify classroom/school expectations.
• Families recognize and feel validated
• Create a family resource area that contains books, toys, and information that families that their strengths, interests, and daily
can access . routines are supporting their students’
learning and development .
• Families participate in a variety of formal
and informal opportunities to gain
knowledge and experiences that are
relevant to them .
• Families understand the instructional
practices used within the classroom and,
as appropriate, use similar practices
when supporting their students’ learning .
• Families have knowledge and
understanding of the Pennsylvania
Learning Standards for Early Childhood
and how they are supported by classroom
instruction . In addition, families
recognize the connection of their
routines, activities, and experiences at
home and in their communities .
103


Reciprocal sharing of an individual student’s milestones, progress, and • Families are aware of their students’
learning style development and progress, and where
• Regularly provide and receive information about the student’s growth and progress their students are in relation to typical
with the family . developmental milestones, grade level
• Share progress of student’s development in ways that are meaningful and allow the expectations, and standards .
family to know what to expect next and to build on their student’s strengths . • Families use their typical routines and
• With families, develop individualized goals and strategies to support students’ learning family activities to create strategies which
and development . support their students’ learning and
development .
• Solicit family input into student interests and strengths.
• Families share information about their
• Provide opportunities for family members to identify accomplishments their student
children with school staff .
may have completed at home or in the community, and share successes of learning in
the classroom through art, pictures, projects, online media, etc . • Families are comfortable to ask questions
and try out new ideas .
• Discuss schedules, events, or past experiences that may impact a student’s learning
and development . Be respectful of family’s private and personal information and • Families are knowledgeable about and
recognize the need for sensitivity and confidentiality . (e .g ., Talk about a recent event, comfortable in accessing resources to
such as divorce or death, which may impact a student’s behavior and learning . support their students’ development .
Discuss ways to communicate reciprocally about student’s adjustment .) (e .g ., special education services,
behavioral supports, or other parenting
• Share results of screenings and assessments in a concrete way that enables the
supports)
family to understand the student’s strengths and areas for focus . Information related
to assessments should be provided in ways that family members can act on the • Families feel comfortable sharing
information . Ensure that results are jargon-free and meaningful to families . information about their family, including
culture and traditions and how they
• When assessments/student work indicates that a student is in need of additional
impact their students’ learning and
instruction or assistance to meet a goal, provide information to the family that
participation in school .
explains the approach that school staff will use and how family members can support
their student’s learning .
• Encourage and support families in accessing screenings for physical, mental, and
dental health, social-emotional and cognitive development supports .
• As appropriate, participate in the development of and support a student’s/family’s
goal(s) established through other child- and family-serving systems (e .g ., behavioral
health, etc .)
• In collaboration with the family, additional school personnel, and/or other service
providers (e .g ., special education and related services, behavioral health services),
develop strategies to support the student’s academic and/or social and emotional
needs .
• Use parent-teacher conferences as a time for reciprocal sharing of information related
to individual student progress and provide suggestions and resources (e .g ., activities
and strategies) families can use to help their students learn and grow .
104


Using family input and strengths to enhance and support students’ • Families participate in school planning
development efforts related to culturally responsive
• Provide information and guide families to identify books, toys, songs, finger plays, teaching and instruction .
dances, foods, and culturally relevant materials and experiences that can be used to • Families feel validated that the school
support their students’ development . reflects the unique contributions and
• Seek to understand family-specific beliefs or practices and connect them to their qualities of their family .
students’ learning and development . • Families feel confident to use strategies
• Include families in the screening, assessment, and referral processes of the school. that build upon their typical routines and
Assure that these processes are culturally sensitive and delivered in the language expand learning to areas that are less
requested by the family . Include multiple sources of evidence to understand student familiar to them .
growth and development . • Families feel comfortable sharing
• Support families in their understanding of learning areas that are new or not as information about their family, including
familiar by building upon their strengths and interests to support the expansion of culture and traditions and how they
learning at home . impact their children’s learning and
participation in school .
STANDARD 4: Family members have support from other families, empowering

and strengthening the entire school community.
BIG IDEAS: Families grow in knowledge and confidence when they share information and give and receive suport from other families .
ESSENTIAL QUESTIONS: What policies and procedures are in place to support family-to-family experiences? How do I encourage
and support informal and formal opportunities for families to connect with other families for social engagement, support, and
information?
FAMILY MEMBERS BENEFIT WHEN THEY HAVE OPPORTUNITIES TO SHARE EXPERIENCES, PROVIDE SUPPORT TO,
AND RECEIVE SUPPORT FROM OTHER FAMILIES.
• Include family-to-family support practices and encourage social connections as part • Families have a strong network of other
of the school’s policies and procedures . families who respect, appreciate, and
• Create intentional opportunities and space for families with similar circumstances support them in their parenting roles .
and interests to connect with each other while respecting confidentiality . • Families are comfortable connecting
• Strategize innovative ways to ensure that families are aware of, and can connect to, with families with similar and different
other families in the school and/or community. experiences than their own .
• Develop mentoring and/or welcoming opportunities for families within the school. • Families are comfortable with seeking
• Encourage and support families to share their skills, interests, and expertise with and providing mutual support .
other families . • Families play an active role in initiating
• Provide opportunities for families to share and learn from each other about and implementing family-to-family
supporting their children’s learning and development . supports within their school .
• Share information about formal and informal parent networking opportunities.
(e .g ., Parent to Parent of Pennsylvania, online groups, support groups, library groups,
places where families informally gather, for example, parks or sporting events)
105

STANDARD 5: Families are supported by the school community to develop

and use leadership and advocacy skills.
BIG IDEA: Each family member has the opportunity to be a leader/advocate for his or her individual student, at the school level, state
level, and/or beyond.
ESSENTIAL QUESTIONS: What policies and procedures are in place to support family leadership? How do I assist families to know
their expertise is valuable and support them to share their knowledge with others? How does our school support and strengthen
resiliency?
FAMILY MEMBERS HAVE UNIQUE EXPERIENCES AND EXPERTISE FROM WHICH THE SCHOOL AND COMMUNITY
CAN BENEFIT. WHEN FAMILIES HAVE SUPPORTS AND OPPORTUNITIES TO GROW IN THEIR LEADERSHIP, THEY
BECOME AGENTS OF CHANGE AND/OR SUPPORTERS OF WHAT IS WORKING.
Supporting family leadership with their own students • Families feel competent and confident in
• Recognize that supporting their students’ learning and involvement in school are their parenting role .
often a family’s first step towards growing their leadership beyond their own student
to the greater school community and beyond .
• Recognize families advocating on behalf of their students as a sign of leadership.
• Promote and support families in the development of individual goals for their • Families have a sense of ownership and
students .(e.g., social/emotional, educational, and personal goals) investment in the school in which their
• Clearly explain safety/security protocols and procedures that are in place in the students are participating .
school and help families navigate necessary requirements or prerequisites for full
participation .(e .g ., visiting a classroom, volunteering in the school, etc .)
• Inform family members of the policies/procedures related to holiday celebrations
or birthdays so that they can support their student’s participation as appropriate (or
• Families are involved in their students’
decline) .
learning and education and feel
• Support family’s efforts to develop effective ways to navigate support systems and comfortable contributing to their school .
advocate for their student .
• Support family members as decision-makers and support decision-making and
leadership skills .
• Allow for and support families in sharing their students’ accomplishments and
progress . • Families feel confident in advocating for
their students and/or requesting support.
• Value the participation and provide a variety of ways for family members to have input
into decisions related to their students’ education .
• Encourage and provide support for family members to extend their student’s learning
at home and in their community . Recognize value and encourage learning that occurs
in the student’s home and community . • Families expand upon their leadership
Leadership within the school community and beyond within their own students to help and
• Implement policies and procedures that support the involvement of families in advocate for others .
shared decision-making .
• Provide a variety of ways for family members to share feedback related to their
experiences with their students’ education/school. “Close the loop” and share with
families how their feedback impacted school policies/procedures. • Families have an increased awareness
• Offer varied roles within the school to support families to initiate and expand their of issues and concerns affecting and
leadership . (e .g ., offering volunteer opportunities within the classroom or to support impacting other children and families .
the classroom, serving on family advisory committees, planning/participating in
learning/social events, review and provide input to policies and procedures)
• Involve families in school/school district goal-development and strategic planning.
Co-host with families, training on school governance . • Families feel that sharing their own
• Develop/review conflict resolution policies with guidance and input from families. experiences can be valuable learning
• Provide opportunities for families and staff to share expectations related to the school/ experiences for others .
classroom .
• Seek feedback from families to design field trips and program events that may be of
particular interest .
106


• Create and/or support a family advisory and/or parent-teacher organization. Offer • Families have knowledge about and
training to families on the school’s board/organization governance. comfort in accessing resources to support
• Use families’ experiences and expertise within your professional development. (e.g., their leadership development .
families as co-presenters, assist with planning, families sharing personal experiences
related to training topics)
• Routinely investigate new state, federal, or local initiatives that may impact the school
operation and recommend next steps . Provide a variety of ways for family members to • Families provide feedback to school staff
participate in this process . on a regular basis .
• Provide families’ encouragement and information to support their participation in
other community leadership development/training opportunities.
• Encourage families and connect them with professional development opportunities in
the community and beyond . (e .g ., families as co-presenters at conferences, families
sharing personal experiences in pre-service settings, etc .) • Families initiate activities in the school
community .
• Connect families to volunteer opportunities within their community and encourage
their participation .
• Recognize that families can be a strong voice as agents of change and supporters
of what is working . Connect them to opportunities where they can develop and
demonstrate their leadership . • Families are confident in using their voice
• Recognize that families show their leadership in varied ways. (e.g., volunteering in to show support for quality education .
their neighborhood, faith-based communities, with Boy/Girl Scouts, sports coaching,
etc .)
STANDARD 6: Families are supported in times of transition.

BIG IDEA: There are many types of transitions, with varying degrees of impact, affecting each family and student in unique ways .
ESSENTIAL QUESTIONS: What policies and procedures are in place to support transition? How does our school coordinate
transition supports and activities with other schools/community partners?
TRANSITION IS A NORMAL PART OF GROWTH IN STUDENTS AND FAMILIES DURING WHICH THERE MAY BE
A RANGE OF EMOTIONS AND NEEDS. WHEN THERE ARE STRONG RELATIONSHIPS BETWEEN FAMILIES AND
SCHOOLS, BOTH STUDENTS AND THEIR FAMILIES FEEL MORE SECURE THROUGHOUT THE PROCESS.
STRAND: Family to school • Families know that they and their
• Share instructional goals and philosophy of the school with families. students will be welcomed and have
• Ensure families are aware of timelines for program registration, policies, and a sense of belonging in their new
practices related to transition for students, including students receiving early environment .
intervention services .
• Provide opportunities for families to share information about home culture, language,
and routines, and how they might enhance or impact a student’s learning and
participation in the school .
• Families are confident in their ability to
• Create an atmosphere where families feel comfortable in sharing the transitions in build a reciprocal relationship with their
their lives . new school, teacher(s) and staff .
• Provide specific information to families about what they can expect at the next step of
transition .
• Offer an opportunity for families to tour the school, observe routines, and meet key
individuals, prior to the start of the new transition .
• Provide networking and mentoring opportunities for families experiencing similar • Families know that their students’
transitions to talk to each other . individual strengths, needs, and
• Support and encourage families who anticipate a more challenging transition with learning styles will be understood and
more specific resources to assist in preparing for the transition . incorporated into learning .
107


STRAND: Student to school • Families are affirmed in their
• Support and encourage the child and family to observe where the child will be involvement in the transition process .
attending so the child can become familiar with a new classroom setting, teacher, and
classmates .
• Support the child to visit and participate in the next classroom setting prior to the full
transition .
• Share and incorporate elements of the environments of settings where children are • Families feel knowledgeable and
coming from and going to . comfortable about their next step and
where they are currently .
• Support the sharing of routines between families and the program and discuss any
needed accommodations .
• Identify strategies and supports with families to ease the children into the program
and ensure ongoing reciprocal communication with the families regarding the
children’s adjustment to the program . • Families feel comfortable asking
• Support families to share specific information with receiving program or school for questions and seeking additional
children for whom it is anticipated may have a difficult transition . information related to transitions .
STRAND: School to school
• Develop policies and procedures to address internal and external transitions.
• Gather and share information about the locations and policies of the places to where
students are most likely to transition . (e .g ., kindergarten)
• Collaborate with receiving programs/classrooms to share information on curriculum, • Families feel supported by their current
instructional strategies used in the program, and transition supports provided . program and/or school as they transition.
• Collaborate with community partners (child care, preschool programs, library
programs, etc .) to provide information about kindergarten registration and
attendance policies with families .
• Set clear expectations and ensure that staff has an understanding of their roles in • Families can access a variety of strategies
supporting transitioning students into, within, and out of the program . to ease transition .
STRAND: School in community
• Provide information about the school and district, including registration policies/
procedures to the community .
• Be knowledgeable about community resources, in the event a significant change
impacts families and staff . (e .g ., natural disasters, loss, grief) • Families have an understanding of the
• Provide information about community-wide efforts related to transition to classroom/school structure.
kindergarten .
• Encourage the development of and participation in a community-wide transition team
that includes school district, family members, multiple early education providers, and
other community partners .
• Families have an understanding of their
• Create intentional links to community partners to provide school-based screenings
students’ adjustment to a new setting .
and other supportive services .
108
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(NAPSACC) .
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ervention=napsacc&page=intent..
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PARTNERSHIPS FOR LEARNING

For more information and for resources to help you design, imple- Strengthening Families™ tools and resources: http://www.cssp.org/
ment, and evaluate family involvement work, consider making use of reform/strengthening-families.
the following resources:
Grant, K .B ., Ray, J . (2013) . “Home, School, and Community Col-
National Center on Parent, Family and Community Engagement laborations .” Culturally Responsive Family Engagement, Second
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center. Edition . SAGE Publications .
The Head Start Parent, Family, Community Engagement Framework Kauerz, K . & Coffman, J . (2013) . Framework for Planning, Imple-
http://eclkc.ohs.acf.hhs.gov/hslc/standards/im/2011/pfce-framework. menting, and Evaluating Pre-K–3rd Grade Approaches. Seattle,
pdf . Wa .: College of Education, University of Washington .
This document was prepared under Contract no . GS-10F-0311K of NAEYC . (2009) . Quality Benchmark for Cultural Competence Project .
the Office of Head Start, Administration for Children and Families, http://www.naeyc.org/files/naeyc/file/policy/state/QBCC_Tool.pdf.
U .S . Department of Health and Human Services, by the Head Start
Rosenkoetter, S ., Schroeder, C ., Rous, B ., Hains, A ., Shaw, J ., & Mc-
Resource Center, 1000 Wilson Blvd ., Suite 1000, Arlington, VA 22209 .
Cormick, K . (2009) . A review of research in early childhood transi-
National PTA . National Standards for Family School Partnerships tion: Child and family studies. Technical Report #5. Lexington:
http://www.pta.org/files/National_Standards.pdf. University of Kentucky, Human Development Institute, National Early
Childhood Transition Center. Available at http://www.hdi.uky.edu/
National PTA National Standards for Family School Partnerships Tools
nectc/NECTC/Publications/papers.aspx.
and Resources: http://www.pta.org/programs/content.cfm?ItemNum
ber=3126&navItemNumber=3983. Pianta, R .C . & Cox, M .J . (Eds .) (1999) . The transition to kindergar-
ten. Baltimore, Md .: Brooks .
Strengthening Families™ Overview http://www.cssp.org/reform/
strengthening-families/2014/SFoverview.pdf. Successful Kindergarten Transition, 2003, Your Guide to Connect-
ing Children, Families, and Schools, by Robert C . Pianta, Ph .D ., &
Cara’s Kit www .NAEYC .org .
Marcia Kraft-Sayre, LCSW .
NEAYC and DEC Position statement on Inclusion .
School Readiness and the Transition to Kindergarten in the Era
http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_up- of Accountability (paperback), by Robert C . Pianta (author, editor),
datedKS .pdf . Kyle L . Snow (editor), 2007 .
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Pennsylvania Learning Standards

for Early Childhood

Office of Child Development

The Learning Standards Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

The Learning Standards for Early Childhood Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Standard Area AL.2: Organizing and Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Standard Area AL.3: Applying Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Standard Area AL.4: Learning through Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Approaches to Learning Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Standard Area 1.2: Reading Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Standard Area 1.3: Reading Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Standard Area 1.4: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Standard Area 1.5: Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Language and Literacy Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Standard Area 2.2: Algebraic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Standard Area 2.3: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Standard Area 2.4: Measurement, Data, and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Mathematical Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Standard Area 3.1B: Biological Sciences – Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Standard Area 3.1C: Biological Sciences – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Standard Area 3.2A: Physical Sciences – Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Standard Area 3.2B: Physical Sciences – Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Standard Area 4.1: Environment and Ecology – Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Standard Area 4.3: Environment and Ecology – Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Standard Area 15.4: Computer and Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Scientific Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Environment and Ecology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Computer and Information Technology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Standard Area 5.3: Civics and Government – How Government Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Standard Area 6.1: Economics – Scarcity and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Standard Area 6.2: Economics – Markets and Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Standard Area 6.3: Economics – Functions of Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Standard Area 6.4: Economics – Economic Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Standard Area 6.5: Economics – Income, Profit, and Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Standard Area 7.1: Geography – Basic Geographic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Standard Area 7.2: Geography – Physical Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72

Standard Area 7.3: Geography – Human Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72

Standard Area 8.1: History – Historical Analysis and Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Standard Area 8.2: History – Pennsylvania History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Standard Area 8.3: History – United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Standard Area 8.4: History – World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

Social Studies Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Standard Area 9.1.V: Production and Performance – Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Standard Area 9.2: Historical and Cultural Context of Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Standard Area 9.3: Critical Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Standard Area 9.4: Aesthetic Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Creative Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Standard Area 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Standard Area 10.3: Safety and Injury Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Standard Area 10.4: Physical Activity – Gross Motor Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Health, Wellness, and Physical Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Standard Area 16.2: Establishing and Maintaining Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Standard Area 16.3: Decision-Making and Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

reciprocal, and respectful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

their students’ learning and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

strengthening the entire school community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

leadership and advocacy skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Standard 6: Families are supported in times of transition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

THE LEARNING STANDARDS CONTINUUM

Children’s learning development and oppor-

1 High-quality early care and education programs

Early care and education programs must

The learning environment for young children