Approved by the Commissioner of Education, May 21, 2008

REVISED TEXAS PREKINDERGARTEN GUIDELINES

2008

TEXAS EDUCATION AGENCY

1701 North Congress Ave.* Austin, Texas 78701-1494 * 512/463-9734 * FAX: 512/463-9838 * http://www.tea.statc.tx.us

Robert Scott Commissioner Office of the Commissioner Texas Education Agency Statement of Intent/Terms of Use Prekindergarten Guidelines

October 8, 2008 In May, 2008, the Texas Education Agency (TEA) released the Texas Prekindergarten Guidelines. It is my intent that these Guidelines be made available to any entity developing a product for use in any Texas Prekindergarten (Prek) environment, as a "royalty-free right and license." Any company wishing to develop a product supporting the Texas Prek Guidelines for use in Texas, may access and copy those guidelines from the TEA website at http://www.tea.state.tx.us/ed init/pkquidelines/index.html. When printed or downloaded, the Guidelines will contain the joint copyright notice from TEA and the University of Texas System as part of the document. Any use of these Guidelines for purposes outside of the State of Texas is prohibited. Any entity wishing to obtain a license for use of the Texas Prek Guidelines outside of Texas must contact the University of Texas Health Science Center at Houston, Office of Technology Management, at 713-500-3369, or at otm@uth.tmc.edu.

Robert Scott
Commissioner of Education
RS/rg

Texas Prekindergarten Guidelines Copyright Notice Copyright 2008 The University of Texas System and Texas Education Agency. Permission for in-State, Texas uses: These Guidelines were developed at public expense to benefit Texas public school districts, Texas approved charter schools, Texas regional education service centers and other Pre-K Texas entities. Residents of and entities operating within the State of Texas may freely copy, distribute, create derivative products based on and publicly display and perform these Guidelines (use the Guidelines) for the intended beneficiaries. All other uses (non-Texas uses) require the express permission of the copyright owners. For information, please contact the University of Texas Health Science Center at Houston, Office of Technology Management, by telephone at 713-550-3369, or by email at otm@uth.tmc.edu.

TABLEOFCONTENTS
Introduction i. ii. WelcometotheTexasPrekindergartenGuidelines Families:CriticalPlayersinChildrensSchoolReadinessandPrekindergartenExperience 4 6

UtilizingtheTexasPrekindergartenGuidelinesintheClassroom iii. iv. v. vi. HowTexasPrekindergartenGuidelinesSupportInstructionforEnglishLanguageLearners(ELL) HowTexasPrekindergartenGuidelinesSupportInstructionforChildrenwithSpecialNeeds TheLearningEnvironment:PhysicalArrangements,Activities,andSocialRelationships MonitoringChildrensLearningandDevelopmentinWaysthatProvideFeedbackand EvidenceofSuccess 9 13 17

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LinkingtheTexasPrekindergartenGuidelinestoSchoolReadiness vii. viii. ix. DevelopmentalApproachtoPromotingSchoolReadiness EffectivePracticesforPromotingSchoolReadiness ProfessionalDevelopment:TheKeytoHighQualityPrekindergartenPrograms 27 29 34

SkillDomains I. II. III. IV. V. VI. VII. VIII. IX. X. SocialandEmotionalDevelopment LanguageandCommunication EmergentLiteracyReading EmergentLiteracyWriting Mathematics Science SocialStudies FineArts PhysicalDevelopment Technology 37 49 67 78 83 96 101 106 110 114 116
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Appendices

Introduction i.WelcometotheTexasPrekindergartenGuidelines
Thelearningexperiencesofthepreschoolyearsprovideafoundationthatguideschildrenacademically,socially, andemotionally.Theseexperiencescaninfluencetherestofachildslife.Childrenslearningandintellectual growthareaffectedbythespecificexperiences(e.g.,instruction,guidance)theyhaveinapreschoolclassroom. Informedeffortsbyfamiliesandteacherstobuildonchildrensmotivationtolearnplayacriticallyimportant roleinprovidingchildrenwiththeproperfoundationsforschoolsuccess.TheTexasPrekindergartenGuidelines offerdetaileddescriptionsofexpectedbehaviorsacrossmultipleskilldomainsthatshouldbeobservedin4to 5yearoldchildrenbytheendoftheirprekindergartenexperience.Theguidelinesaredevelopedtobeusefulto abroadaudienceincludingschooldistricts,HeadStartprograms,childcareandmostimportantlybychildrens families.Theguidelinesalsooffersuggestionsonwaystodeliverdevelopmentallyappropriateexperiencesfor thelearningneedsofallchildrentohelpensureaneffective,efficientprekindergartenyear.Theguidelinesalso provideinformationonresponsiveteachingpractices,thephysicalarrangementofaprekindergartenclassroom, professionaldevelopmentasthekeytohighqualitypreschoolprograms,theinvolvementoffamiliesforbetter readinessofchildrenforschool,andmethodsofmonitoringchildrensprogress.Specificattentionisgiventoa discussionoftheimportanceofadoptingadevelopmentalapproachinordertoeffectivelypromoteschool readinessfor3and4yearoldchildren.Theguidelinescanandshouldbeusedtosupportlearninginabroad rangeofskillsforchildrenwhoareEnglishlanguagelearners(ELL),includingthosechildrenreceivinginstruction intheirhomelanguage.Adiscussionofhowthiscanbedonesuccessfullyandinstructionalstrategiesto considerareincluded.Whenplanningfortheeducationofchildrenwithspecialneeds,useoftheguidelinesis describedinrelationtothemanyconsiderationsthatneedtobetakenintoaccountforspecialneedschildrens successfulinclusionintheclassroom.Togetherthesediscussionsshouldprovideacomprehensiveframeworkfor effectiveuseoftheTexasPrekindergartenGuidelines. Researchconfirmsthevalueofearlyeducationforyoungchildren.Prekindergartenprogramsthatsupport effectiveteachingpracticesandopportunitiesforchilddiscoverythroughplayhavebeenshowntoleadto significantgrowthinchildrensintellectualandsocialdevelopment,bothofwhicharecriticaltotheirfuture academicsuccess.Qualityprogramsprovidechallengingbutachievablecurriculumwhichactivelyengage childreninthinking,reasoning,andcommunicatingwithothers.Withteacherdirectionandguidance,children respondtothechallengeandacquireimportantskillsandconcepts. Thepurposeofthisdocumentistohelpeducatorsmakeinformeddecisionsaboutcurriculumcontentfor prekindergartenchildren.Theguidelinesarebasedoncurrentknowledgeoftheoryandscientificresearch abouthowchildrendevelopandlearn;theyreflectthegrowingconsensusamongearlychildhoodprofessional organizationsthatagreateremphasisbeplacedonyoungchildrensconceptuallearning,acquisitionofbasic skills,andparticipationinmeaningful,relevantlearningexperiences.Theguidelinesdelineatethebehaviorsand skillsthatchildrenaretoexhibitandachieve,aswellasinstructionalstrategiesfortheteachers.Finally,the guidelinesprovideameanstoalignprekindergartenprogramswiththeTexasEssentialKnowledgeandSkills (TEKS). Theguidelinesdescribespecificoutcomesforprekindergartenchildrenineachdomainskillarea.Theintentof thisorganizationaldesignistoensurethatall4yearoldchildrenhavetheopportunitytostrivetowardthese outcomes.Duetoagedifferencesandpreviousexperiences,however,childrenwillhaveagreatrangeofprior knowledge.Somechildren,regardlessoftheiragelevel,willbeatthebeginningofthelearningcontinuum, whileotherswillbefurtheralong.Childrenwithdisabilitiesmayneedaccommodationsandmodificationsofthe guidelinesinordertobenefitfromthem.
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UnderTexasEducationCode28.005,thestatespolicyistoensurethemasteryofEnglishbyallstudents, specificallyinsituationsinwhichBilingualinstructionisnecessarytoensurestudentsreasonableproficiencyin theEnglishlanguageandabilitytoachieveacademicsuccess.TexasAdministrativeCode,Chapter89further emphasizesthegoalofBilingualeducationprogramstoenablelimitedEnglishproficientstudentstobecome competentinthe[understanding],speaking,reading,and[writing]oftheEnglishlanguagebydeveloping literacyandacademicskillsintheprimarylanguageandEnglish.Suchprogramsshallemphasizethemasteryof Englishlanguageskills,aswellasmathematics,scienceandsocialstudies,asintegralpartsoftheacademicgoals forallstudentstoenablelimitedEnglishproficientstudentstoparticipateequitablyinschool.Childrenwho speakalanguageotherthanEnglishathomecometoschoolwithvaryingdegreesofbilingualismandatleast somelevelofproficiencyintwodifferentlanguages.Thestudentshomelanguageshouldserveasthe foundationforsecondlanguageacquisition,ascognitiveskillstransferfromonelanguagetoanother.Children whoareEnglishLanguageLearners(ELL)shouldreceiveinstructioninamannertheycanunderstandandthatis commensuratewiththeirproficiencylevelinEnglish.Childrenscurrentstrengthsandskillsshouldserveasthe startingpointfornewexperiencesandinstructionratherthanbecomealimitation.Tousetheseguidelinesto thebestadvantageandtoextendthelearningofskillsandconcepts,teachersmustbuildonchildrensexisting competencies. Theseguidelinesaredesignedasaresourcetohelpteachersdefineandimplementacomprehensive curriculum.Suchacurriculumhelpstobuildconnectionsbetweensubjectmatterdisciplinesbyorganizingthe largeamountsofinformationchildrenmustlearnintoasetofmeaningfulconcepts.Usingconceptsfromthe guidelines,teacherscanworkacrosssubjectmattertoprovidemanyopportunitiesforchildrentoachieve knowledgeandskills.Theguidelinesareorganizedtoprovidedescriptionsofchildrensbehaviorand developmentatthebeginningoftheprekindergartenyear.Thesedescriptionsarebasedonanaveragechildin thisagerange.Ofcourse,itiswellunderstoodthatnotallchildrenshowthislevelofdevelopmentwhenthey enterthe4yearoldprekindergartenyear.Also,theguidelinesdescribedevelopmentandlearningfor4year oldchildren.Astherearemany3yearoldchildreninprekindergartenprograms,thesechildrenwillnotbe expectedtoreachtheseoutcomesfortwoyears.Finally,descriptionsofchildrensskillsatthebeginningofthe 4yearoldprogramarenotincludedforseveraldomains(science,socialstudies,fineartsandtechnology)as thereisnotanadequateresearchbasetoguidethesedescriptions. ThisdocumentpresentstheCommissionersguidelinesforprekindergartencurriculum.Becausethereisno staterequiredprekindergartencurriculum,useoftheseguidelinesisvoluntary.TexasEducationcode29.153 containsstatutoryrequirementsconcerningprekindergarten.

Introduction ii.Families:CriticalPlayersinChildrensSchoolReadiness andPrekindergartenExperience

Familiesareachildsfirstandmostimportantteachers.Theyrepresentperhapsthesinglemostinfluential factorintheirchildrensdevelopment.Whilecurricula,educators,andearlycaresettingsallcontribute significantlytochildrenslearninganddevelopment,thefactremainsthatprekindergartenprogramscannot affordtooverlooktheimportantimpactthatfamilieshaveontheirchildren. Recommendedwaystoinvolvefamiliesintheirchildsprekindergartenprogramincludesbutarenotlimitedto:

Encouragefamiliestoreadtotheirchildrenandtotakethechildrentothelibrarytopick outtheirownbooks,aswellasattendspecialprogramsforyoungchildrenasafamily. Helpfamiliesconnectwithvoluntarylocalfamilyeducationcourses,suchasParentsas Teachers,HomeInstructionforParentsofPreschoolYoungsters(HIPPY),andFamilyLiteracy Programsthathelpfamiliesdeveloplanguageandpreliteracyskillsintheiryoungchildren. Encouragefamiliestotaketheirchildrenforregularvisitstothedoctorandfor immunizations. Urgelocalpediatricianstouseperiodiccheckupstoprescribereadingandtomodel effectiveparentingtechniques. Helpfamiliesfindhighqualityearlycareandeducationprograms. Encouragefamiliestogetearlyassistanceforchildrenwithdisabilitiesanddevelopmental delayssotheymayreceivethespecialservicestowhichtheyareentitledinordertohelp thembereadyforschool.

FamiliesShouldBeResponsivetoTheirChildren
Warm,acceptingrelationshipsbetweenfamiliesandchildrenproducehappier,lesswithdrawnchildrenwith fewerbehaviorproblems.Also,familieswhotalkwithandrespondtotheirchildrenmakethemfeelasifthey havesomecontrolovertheirownenvironment,boostingtheirselfesteem.

TheFamilyIsaCognitiveAgentintheChildsLearning
Thefamilyprovidesvariouslearningopportunitiesthatadvancethechildsdevelopmentand capabilitiesasalearner.Theextenttowhichfamiliesprovidetheseexperiencesisrelatedtotheir perceptionoftheirownroleintheirchildrenscognitivedevelopment. OpportunitiesforLearningwithAppropriateModelingofLanguage:Childrenwhosefamiliesreadto
themregularlybeginninginearlychildhoodaremorelikelytohaveageappropriatelanguageskills.Modeling languagebyaskingquestionsthatrequirechildrentothinkpredictshighercognitivelevelsandaidslanguage andliteracydevelopment.Earlyliteracydevelopmentisenhancedwhenfamiliesprovideaccesstoand experienceswithbooksintheirhomesandinteractionsthatfocuschildrensattentiononlettersandsoundsin words.Richlanguageexperiencesinthehomepromotecognitivereadinessforchildrenwithdifferentbiological riskfactors,andarerelevantacrossdifferentethnicitiesandeconomicgradients.

OpportunitiesforEngagementwithObjects:Thisexperiencegoesbeyondtoystohouseholditems,
playgroundequipment,furniture,andmore.Theintentistoallowthechildtoexploreanddiscovertheuseof objects,improvingcognitiveandmotorskillswitheachnewlearningencounter.

AnArrayofExperienceswithTheirEnvironment:Givingchildreninformationabouttheirenvironmentalso
predictshighercognitivelevels.Forexample,familieshelpchildrenunderstandtheirsurroundingsandbroaden theirworldbysayingnamesofobjectsandanimals,explaininghowthingswork,goingtoavarietyofplacesand describingwhatthechildencounters,allowingthechildtofeeldifferenttexturesandtastevariousfoods,andso forth.Oncefamiliesunderstandtheimportanceoftheirrolesandoffamilymodeling,theycanpreparetheir childrenforlearningbythefrequencyandtypeofstimulationtheygiveandbyafocusoninstructionalactivities.

TheFamilyIsaSocializationAgentintheChildsBehavior
Afamilybecomesasocializationagentthroughbehaviorsthatincludeappropriatemodeling,responsiveness, andsettingappropriateboundarieswithawarmstyle.Thequalitativeaspectsofwarmresponsivenessand specificinteractivestyles,suchasmaintainingfocus,demonstratesensitivitytochildrenssignalsandneeds relatedtogreatergainsinsocialcompetency.Furthermore,whenfamiliesprovideclearandconsistent boundariesfortheirchildrensbehaviorinwarmandsensitiveways,thechildrenaremorelikelytolearnhowto selfregulatebehaviorintermsofemotions,reactivitytotheenvironment,andsocialinteractions.These boundariescanbeestablishedwithadisciplinaryapproachthatisacooperativegiveandtakeinteraction betweenfamilyandchild.Whenchildrenareabletocontroltheirownbehavior,theybecomemoresocially competentwiththeirpeersandteachers,arelessimpulsiveandemotionallyreactive,andtakeinitiativemore often.Intheclassroomandingroupproblemsolvingactivities,theseattributesenablechildrentomoreeasily developtheircognitiveskillsaswell.

FamilyInvolvementIsaNeededComponentforaChildsSuccessinSchool
Understandingthatfamiliesarechildrensfirstandmostimportantadvocates,thequalityandeffectivenessof programsforyoungchildrenarecontingentonthedegreetowhichfamiliesneedsaremetandtothedegree thatfamiliesunderstand,demand,andareengagedinhighqualityearlycareandeducation.TheNational AssociationfortheEducationofYoungChildrenrecommendsthefollowingguidelinesforfamiliesandeducators workingtogether: Reciprocalrelationshipsbetweenteachersandfamiliesrequiremutualrespect,cooperation,shared responsibility,andnegotiationofconflictstowardachievementofsharedgoals. Earlychildhoodteachersworkincollaborativepartnershipswithfamilies,establishingand maintainingregular,frequenttwowaycommunicationwithchildrensfamilies. Familiesarewelcomeintheprogramandparticipateindecisionsabouttheirchildrenscareand education.Familiesobserveandparticipate. Teachersacknowledgefamilieschoicesandgoalsforchildrenandrespondwithsensitivityand respecttofamiliespreferencesandconcernswithoutabdicatingprofessionalresponsibilityto children. Teachersandfamiliessharetheirknowledgeofthechildandunderstandingofchildrens developmentandlearningaspartofdaytodaycommunicationandplannedconferences. Teacherssupportfamiliesinwaysthatpromotemaximumfamilydecisionmakingcapabilitiesand

competence. Toensuremoreaccurateandcompleteinformation,theprograminvolvesfamiliesin assessingandplanningforindividualchildren. Theprogramlinksfamilieswitharangeofservices,basedonidentifiedneeds,resources, priorities,andconcerns.

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Teachers,families,programs,socialserviceandhealthagencies,andconsultantswhomay haveeducationalresponsibilityforthechildatdifferenttimesshould,withfamily participation,sharedevelopmentalinformationaboutchildrenastheypassfromonelevel ofaprogramtoanother. Theprogramprovidestranslationservicesforfamilieswhenneeded. Itisbeneficialforchildrensschoolsuccesstoencouragefamiliestocommunicateclosely withschoolsabouttheirchildrensschoolprogramsandactivities.

Teacherscaninitiateimprovedcommunicationwithfamiliesiftheyinformandinvolvefamiliesand encouragethemtotalk,listen,andreadtotheirpreschoolchildren.Theuseofhomevisits,teacher conferences,andfamilytrainingclassesareeffectivewaystokeepfamiliesinformed.Besides impressinguponfamiliestheimportanceofreadingaloudtotheirchildrendaily,teachersalsocan informfamiliesintheirnativelanguagewhenpossibleabout:

Whattheirchildrenshouldlearninpreschool, Theirchildrensprogress,and Specificideasconcerninghowtheycanhelpoutathome. Sincefamilyexpectationsandsupportforlearningcontributesignificantlytoachildsschool adjustment,earlychildhoodeducatorsneedtocontinuetoexplorewaystohelpshape familygoalsandbehaviorsthatwillresultinbeneficialoutcomesforchildren.

UtilizingtheTexasPrekindergartenGuidelinesintheClassroom iii.HowTexasPrekindergartenGuidelinesSupportInstruction forEnglishLanguageLearners(ELL)

Languageacquisitionisoccurringinall4yearoldchildren.ManychildrenwhoareEnglishLanguageLearners cometoschoolalreadyBilingualtosomedegree.ABilingualchildhasatleastsomelevelofproficiencyintwo differentlanguages.(LEERMAS,2001)AccordingtotheTexasAdministrativeCode,publicprekindergarten programsareboundbythefollowingrules:

Chapter89.AdaptationsforSpecialPopulations,SubchapterBB.Commissioner'sRules ConcerningStatePlanforEducatingLimitedEnglishProficientStudents 89.1205.RequiredBilingualEducationandEnglishasaSecondLanguagePrograms

(a)Eachschooldistrictwhichhasanenrollmentof20ormorelimitedEnglishproficientstudentsinanylanguage classificationinthesamegradeleveldistrictwideshallofferabilingualeducationprogramasdescribedin subsection(b)ofthissectionforthelimitedEnglishproficientstudentsinprekindergartenthroughthe elementarygradeswhospeakthatlanguage."Elementarygrades"shallincludeatleastprekindergartenthrough Grade5;sixthgradeshallbeincludedwhenclusteredwithelementarygrades. (b)Adistrictshallprovideabilingualeducationprogrambyofferingaduallanguageprograminprekindergarten throughtheelementarygrades,asdescribedin89.1210ofthistitle(relatingtoProgramContentandDesign).

89.1201.Policy
(b)ThegoalofbilingualeducationprogramsshallbetoenablelimitedEnglishproficientstudentstobecome competentinthecomprehension,speaking,reading,andcompositionoftheEnglishlanguagethroughthe developmentofliteracyandacademicskillsintheprimarylanguageandEnglish.Suchprogramsshallemphasize themasteryofEnglishlanguageskills,aswellasmathematics,scienceandsocialstudies,asintegralpartsofthe academicgoalsforallstudentstoenablelimitedEnglishproficientstudentstoparticipateequitablyinschool. (c)ThegoalofEnglishasasecondlanguageprogramsshallbetoenablelimitedEnglishproficientstudentsto becomecompetentinthecomprehension,speaking,reading,andcompositionoftheEnglishlanguagethrough theintegrateduseofsecondlanguagemethods.TheEnglishasasecondlanguageprogramshallemphasizethe masteryofEnglishlanguageskills,aswellasmathematics,scienceandsocialstudies,asintegralpartsofthe academicgoalsforallstudentstoenablelimitedEnglishproficientstudentstoparticipateequitablyinschool. TexasprovidesdifferentmodelsofinstructionforstudentswhospeakalanguageotherthanEnglishintheir homes.EnglishasaSecondLanguage(ESL)programsprovideEnglishinstruction,whileBilingualprograms provideinstructioninboththechildshomelanguageaswellasEnglish.Whileinstructionalprogramsdiffer throughoutthestateofTexas,theoutcomesprovidedintheTexasPrekindergartenGuidelinesaremeanttobe implementedandmetwithallstudentsregardlessofhomelanguageandinstructionalcontext. ChildrenwhoenterprekindergartenwithahomelanguageotherthanEnglishareinanenvironmentinwhich theyaredevelopingtwolanguagessimultaneously.Acquisitionofasecondlanguage(English)canhappenin tandemwiththedevelopmentofachildshomelanguage.Childrenshomelanguageservesasthefoundation forEnglishlanguageacquisition.Cognitiveskillstransferfromonelanguagetoanother.InorderforELLchildren tohavelongtermsuccess,theymustacquirebothsocialandacademiclanguageproficiencyinEnglishsocial proficiency=languagefordailyinteractions;academicproficiency=languageneededtothinkcritically; understandandlearnnewconcepts;processcomplexacademicmaterial;andinteractandcommunicatein Englishacademicsettings.Childrenliterateintheirfirstlanguagewillapplytheseskillstothesecondlanguage. TeachersshouldusethelanguageandliteracyskillsELLchildrenhavewhenenteringprekindergarten.Effective teachersunderstandthatforELLchildren,languageandliteracyskillsinthechild'shomelanguagemustbeused todevelopEnglishlanguageandliteracy.(LEERMAS,2001)
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InitspositionstatementRespondingtoLinguisticandCulturalDiversityRecommendationsforEffectiveEarly ChildhoodEducation,theNationalAssociationfortheEducationofYoungChildren(NAEYC)stresseshow importantitisforearlychildhoodeducatorsto: Understandthat,withoutcomprehensiveinput,secondlanguagelearningcanbedifficult. Recognizethatallchildrenarecognitively,linguistically,andemotionallyconnectedtothelanguage andcultureoftheirhome. Acknowledgethatchildrencandemonstratetheirknowledgeandcapabilitiesinmanyways.

ChildrenwhoareEnglishlanguagelearnersdifferintheirratesofEnglishacquisition.Itisimportanttobe supportiveofachildsemotionalaswellasacademicneedsduringsecondlanguageacquisition.Itisalso importantfortheteachertounderstandthatsomechildren,whenlearningasecondlanguageexperience silentperiodsduringthistime,theyarelisteningactivelyandgatheringinformationaboutthenewlanguage. AstheyacquiresufficientEnglishbylistening,childrenenterastageofearlyproductioninwhichtheyuse telegraphicspeech.Telegraphicspeechreferstochildrensuseofoneortwowordphrasestocommunicate muchlongerideas.Forexample,achildatthislevelmaypointandsaysimplyBall,meaning,CanIplease havethatball?Subsequently,childrenbeginproductivelanguageuse.Inthisphaseofsecondlanguage acquisition,childrenusenewvocabularyandtheirgrowingknowledgeofEnglishgrammar,andbegintogain confidencetobuildsentencesandexpresstheirunderstandingandmotivationindifferentways.Childrenwho areEnglishlanguagelearnersshouldbeencouragedtoexpresstheirunderstandingintheirhomelanguage, whileteachersactivelyincreasethechildsuseoftheEnglishlanguage.

InstructionalRecommendations
ChildrenwhoareEnglishLanguageLearnersinaprekindergartenclassroomshouldreceiveinstructionina mannertheycanunderstandandattheirEnglishproficiencylevel.Languageproficiencylevelsofbeginning, intermediate,advanced,andadvancedhigharenotgradespecific.ChildrenwhoareEnglishlanguagelearners mayexhibitdifferentproficiencylevelsinlistening,speaking,reading,andwriting.Theproficiencylevel descriptorsoutlinedinsubsection(d)ofthissectionshowtheprogressionofsecondlanguageacquisitionfrom oneproficiencyleveltothenextandserveasaroadmaptohelpcontentareateachersinstructchildrenwho areEnglishlanguagelearnerscommensuratewithchildren'slinguisticneeds(see19TexasAdministrativeCode (TAC)74.4EnglishProficiencyStandardsforfurtherinformationrelatedtochildrensproficiencylevel). http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html.Achild'scurrentstrengthsandskillsshould serveasthestartingpointfornewexperiencesandinstruction.

Recommendations:
Provideanenvironmentthatissensitivetocultural,language,andlearningdifferencesamongall childrenserved. AligntheinstructioninESL,Bilingual,andGeneralEducationClassrooms. EnsurethatchildrenwhoareEnglishlanguagelearnersparticipateinsupplementalprogramsas warranted. InsettingswherechildrenarelearningEnglish,wheneverpossible,providebooks,environmental print,andotherprintresourcesrelevanttochildrenslinguisticandculturalbackgrounds,alongside richEnglishlanguageprintresources. Instructionispresented: Inanexplicitmannerwithmodeling(explain) Systematicallywithappropriatescaffolding(explain) Useincidentallearning(naturalcourse,repetition,motivation,novelty). Learningshouldbeinteractiveandcognitivelychallenging.
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Provideavarietyofinstructionalstrategiesandinstructionthatconnectsschooltothelivesof children. Holdhighexpectations. Useknowledgeofthestagesoflanguagedevelopmentinplanninginstructionwithemphasisonoral languagedevelopmentandvocabularydevelopmenttointegrateintoallinstruction. Facilitatethedevelopmentofessentiallanguageandearlyliteracyskillsatthechildsleveloforal proficiencyinEnglish. Providemultipleopportunitiesforchildrentorespond: Immediateandcorrectivefeedback, Appropriatepacing,and Useongoingprogressmonitoring

One Child, Two Languages by Patton Tabors provides the following strategies to facilitate language development: 1. Provideopportunitiesforlanguageuseandinteraction: Providerichandinterestingactivities. Allowquiettimestoprovideopportunityforchildrentoinitiateconversation. Arrange the environment so all materials are not readily accessible in order to encourage childrenseffortsatinteraction.

2. Provide focused stimulation on particular language features, such as targeted sounds, words, or formstobeusedwithparticularchildren. 3. Developroutinestohelpchildrenconnecteventsandlanguage. 4. Stimulatesocialinteractionamongchildren. 5. Otherpotentiallyusefulstrategiesmayinclude: Expandingandextendinglanguageinput, Usingrepetitiontosupportunderstanding, Talkingaboutthehereandnow, Usingrunningcommentary, Providingscripteddramaticplay, Completingthephrase(Clozetechnique).

Childrentendtofunctionataslightlyhigherlevelinreceptivelanguageskills(listening)thaninexpressive languageskills(speaking).HomelanguageandliteracyskillspromoteEnglishlanguageandliteracy development.OptimallanguagedevelopmentoccursforchildrenwhoareEnglishlanguagelearnerswhenthey haveopportunitiestouselanguagefrequently. AneffectiveinstructionaldesignforyoungEnglishlanguagelearnersshouldincludethefollowingtenets: 1. Holdhighexpectationsforallchildrenslearning. 2. Ensure children feel safe and secure in their environment and in their attempts to communicate withothers. 3. Create opportunities for children to interact with others using their new language in playful and purposefulways.
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4. Facilitatethedevelopmentofessentiallanguageandearlyliteracyskillsatthechildsleveloforal proficiencyinEnglish. (Tabors,1997) TosupportaliteracyframeworkinachildsnativelanguageforthedevelopmentofEnglishliteracyconceptsand skills,teachersmustprovideforESLandELLinstruction,intheareasof: Wordanalysis Vocabulary Comprehension Fluency Writing

StrategicuseofachildshomelanguageforEnglishinstructionincludes: Emphasisonuniversallyacceptedtermsorlabels Activeknowledgeofprimarylanguage(L1)priortosecondarylanguage(L2)instruction Abilitytousepropernouns Abilitytoclarifyacertainpoint Abilitytoexpressatermorconceptthatdoesnothaveanequivalentinthecultureoftheother language

Theprocessoflanguagetransfer(withliteracybasedESLandorallanguagebeginninginprek)requiresthatwe takewhatstudentsalreadyknowandunderstandaboutliteracyintheirprimarylanguageandensurethatthis knowledgeisusedtohelpthemgainEnglishlanguageandliteracyskills.

HowtousetheTexasPrekindergartenGuidelineswithChildrenwhoareEnglishlanguage learners(ELL)
Thegoalforchildren,whoareEnglishlanguagelearners(ELL),aswithallchildreninprekindergarten,isto providelanguageandliteracyrichenvironmentsthatfosterthemasteryofalltheTexasPrekindergarten Guidelines.Embeddedwithintheguidelinesareinstructionaltechniquesandchildbehaviorsthatarespecificto ELLchildren.Thesectionsareindicatedbythefollowingicon andaremeanttoprovidefurtherguidance whenworkingwithELLchildrenduringinstructioninEnglish.Itshouldbenoted,however,thattheTexas PrekindergartenGuidelinesaremeantforallprekindergartenchildrenregardlessofthechildshomelanguage; theadditionalinstructionalstrategiesandchildbehaviorsindicatedbythe PrekindergartenGuidelines. iconaresupplementstotheTexas

* Texas Education Agency. Accessed May 02, 2008. LEER MAS I, www.tea.state.tx.us/curriculum/biling/tearesources.html. Texas Education Agency. Accessed May 02, 2008. LEER MAS II, www.tea.state.tx.us/curriculum/biling/tearesources.html. Texas Education Agency, Accessed May 02, 2008. Implementing the Prekindergarten Curriculum Guidelines for Language and Early Literacy, www.texasreading.org/utcrla/materials/prek_language.asp Texas Family Literacy Resource Center. Accessed May 02, 2008. www.tei.education.txstate.edu/famlit/EarlyChildhood/earlychildhood.html

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UtilizingtheTexasPrekindergartenGuidelinesintheClassroom iv.HowTexasPrekindergartenGuidelines SupportInstructionforChildrenwithSpecialNeeds

Thesuccessofinclusionreliesonthebeliefoftheearlychildhoodteacherthatthechildwithadisabilityisa valuedmemberoftheclassroomwiththesamerightsandneedsastheirtypicallydevelopingpeers.Preschool InclusionManual,CircleofInclusion,2002. TheAmericanswithDisabilitiesAct(ADA)andtheIndividualswithDisabilitiesEducationAct(IDEA)requirethat allearlychildhoodprogramsmakereasonableaccommodationstoprovideaccessforchildrenwithdisabilitiesor developmentaldelays[DivisionforEarlyChildhoodoftheCouncilforExceptionalChildren(DEC/CEC)&National AssociationofEducatorsofYoungChildren(NAEYC1993)].Thislegalrightreflectsthegrowingconsensusthat youngchildrenwithdisabilitiesarebestservedinthesamecommunitysettingswheretheirtypicallydeveloping peersarefound(DEC/CEC1994). Preschoolteachersareincreasinglypresentedwiththechallengeofincludingchildrenintheirclassroomswho mayhaveorthopedicdisabilities,specialmedicalconditions,visualorhearingimpairment,seizuredisorder, speechandlanguagedelays,and/ordevelopmentaldisabilitiessuchasDownSyndromeoranAutisticSpectrum Disorder.Teachersshouldapproachtheinclusionofthesechildrenasapositiveopportunityforgrowthand learninginthemselvesasteachers,inthechildwithadisability,andintheirtypicallydevelopingpeers.While teachersmayinitiallyfeelapprehensiveabouthowbesttomeettheirstudentsspecialneeds,studieshave shownthattheinclusionofchildrenwithspecialneedscanaccruebenefitstoeveryoneinvolved,andthatthe attitudeoftheclassroomteachersetsthetoneforsuccess. Inplanningfortheeducationofachildwithspecialneeds,itisusefultoviewthisprocessasanextensionofthe needtoviewallchildrenasindividualswiththeirownuniquelearningstylesandneeds.Thedifferenceinachild withadiagnoseddisabilityordelaymaysimplybemoreimmediatelyobviousandmay,ormaynot,require significantadaptationstosupportsuccessfullearning.Teacherswhoareeffectiveinincludingchildrenwith specialneedsintheirclassroomsseethisprocessaspartofacknowledgingandwelcomingdiversityinthe classroominitsmanyforms,includingethnicity,homecultures,languages,physicalappearance,etc.Theyare abletocultivateapositiveattitude,remainopentolearningnewskills,andengagecollaborativelywiththe familyandotherprofessionalmembersoftheteamtomeettheneedsofthechild.

TheImportanceofaTeamApproach
Itisessentialforteacherstotakeateamapproachinordertoachievesuccessfulinclusionofachildwithspecial needsintheclassroom.Thisincludesfirstandforemost,openandongoingcommunicationwiththechilds family.Asthechildsprimarycaregivers,familieswillhavevaluableknowledgeaboutthischildwhatshecan do,howshecommunicates,whatassistancemaybeneeded,andwhatstrategiesandadaptationshavebeen foundeffective.Thefamilyalsowillhavebeliefs,goals,anddesiresrelatedtotheirchildsschoolexperience, anditisimportanttosharetheseopenlysothatthefamilyandschoolstaffarealignedinhelpingthechildwork towardmeetingthosegoalsduringthecourseoftheschoolyear.Specialeducationandalliedhealth professionalsarealsovaluablemembersofthecollaborativeteam.Specialeducators,speechandlanguage pathologists,occupationalandphysicaltherapists,orientationandmobilityspecialists(forchildrenwithvisual impairment),and/orbehaviorspecialistsmaybepartofaparticularchildsteamasthechildsneedsdictate. Theseprofessionalsofferawealthofpracticalinformationandexpertisethatcanbeofgreathelptothe classroomteacher.Theskillfulteacherwilltakegoodadvantageoftheirassistanceinplanningforthechilds successfulinclusionandforassistancewithproblemsolvingaschallengesarise.Ongoingcommunication betweenthefamilyandallotherteammembersiscriticallyimportanttoensuresuccessfuloutcomes.Thiscan
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beaccomplishedthroughregularmeetings,phonecalls,emails,and/oracommunicationnotebookthattravels withthechild. Childrenwhohavebeenpreviouslyidentifiedashavingadelayordisabilitywilloftenenterthepreschool classroomwithanIndividualizedEducationProgram(IEP)whichoutlinesspecificlongtermandshortterm goals,specifiesprovisionoftherapeuticservices,andrecommendsadaptationsandinstructionalstrategies. ChildrentransitioningfromEarlyChildhoodInterventionprogramsmayhaveanIndividualizedFamilyService Plan(IFSP)whichservesasimilarpurposeforinfantsandtoddlerswithspecialneeds.Theeffectiveclassroom teacherwillbeproactiveinreadingthesedocuments,participatinginteammeetingstoupdateormodifythem, andaskingquestionsandrequestingassistancewithaspectsoftheplanthattheydonotunderstandorare uncertainabouthowtoimplement.Whentheteacherhastakenthetimetoeducateherselfregardingthe childsdisabilityorcondition,needs,strengths,goals,ancillaryservices,andfamilyperspective,shecanfeel preparedandconfidenttomoveforwardinaddressingthechildsneedswithintheclassroomsetting.

Allchildrenneedtofeelthattheyarewelcomedandincludedasintegralmembersof theirclassroomcommunity.
Feelingfullyacceptedandvaluedisparticularlyimportantforchildrenwithdisabilitiesordelays,astheir differencesmaybemorenoticeable.Theteachersroleistosupportthechildwithspecialneedsinwaysthat facilitatetheiractiveparticipationinallaspectsofclassroomlife.Beingpresentintheroomorobservingtheir peersisnotsufficientchildrenwithspecialneedsneedtobeengagedtothegreatestextentpossiblewiththeir peers,teachers,andclassroommaterialsthroughouttheschoolday.Researchindicatesthatmanychildrenwith disabilitiesmaytendtotakeamorepassiveapproachunlesstheyareencouragedandhelpedtoparticipate. Theymaynotknowwhattodowithtoysormaterials.Theymaybeaccustomedtoobservingmorethan participating.Theymayhavemotororlanguageimpairmentsthatmakeitdifficultforthemtoinitiateorsustain participationandinteractionwithotherchildren.Itisimportantforteacherstoobserveeachchildsstyle,note thefactorsthatseemtobehinderingactiveparticipation,andworkwiththechildsfamilyandotherteam memberstodevisestrategiestoaddresstheseissues.Examplesofsuchstrategiesmayincludemodificationsof materials(e.g.,addingahandleortexturedmaterialtoanobjecttomakegraspingeasier),changesinthe environment(e.g.,creatingmorespaceinthedramaticplaycenterforachildwithawalkertomovearound), providingexplicitinstructionanddemonstrationofhowtousematerials,makinguseofthechildsassistive technologydevices(e.g.,aspeechgeneratingcomputer),orhelpingtypicallydevelopingpeerstocommunicate withandincludethechildwithspecialneeds.Thelistofpotentialmodificationsandstrategiesismuchlonger thanspacepermitsinthisdocument,butthereaderisreferredtopublicationsandwebsitessuchasthoselisted intheEarlyChildhoodInclusionbibliographyavailableatwww.ctserc.organdtheresourcesprovidedat www.circleofinclusion.orgaswellasbeingencouragedtomakeuseoftheexpertiseoftheotherprofessionals providingservicestothechild.

Effectiveteachershelptypicallydevelopingpeerstobuildcomfortandfriendshipswith theirclassmateswithdisabilities.
Preschoolagechildrenarefullofcuriosityandinterestintheirpeers,includingthosewithobviousdifferences. Inasafe,supportivesetting,theywillfeelfreetoaskquestionsandexpressinterestsandconcernsabouttheir classmates.However,typicallydevelopingpeersmaynotknowhowtoapproachorrespondtothechildwitha disability.Theymayacceptthechildspresencebutnotinitiateinvitationstoplaytogetherwithoutteachers assistanceandsupport.Withappropriateinformationandguidance,teacherscanhelptypicallydeveloping childrentounderstand,accept,welcome,andincludethechildwithspecialneedsintheclassroomcommunity. Theeffectiveteacherstrikesabalancebetweenprovidinginformationandnotoveremphasizingdifferencesand disabilities.Forexample,teacherscanexplaininsimplelanguagewhyachildisbehavingormovingor communicatinginanunfamiliarmanner:Charlieuseshiswalkertohelphimbalancewhenhewalks.Miranda
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wearsherhearingaidestohelpmakesoundslouder.Stevenisstilllearningtotalk.Hemakesthatsigntosay yes.Theyalsopointoutcommoninterests,similarities,andstrengthsinthechildwithadisability.For example,teachersmaysay:Abby,Fernandoreallylikescarstoo.Maybeyoucouldbuildagarageforyourcars together.Hey,IjustnoticedthatRafaelandSammyhaveonthesameshoestoday!Youbothlikethosespecial onesthatlightupwhenyouwalk.Tonya,didyouknowthatYolandaisreallygreatatpuzzles?Letsseeifshe canhelpyoufindthatmissingpiece.Teachersshouldalsolookforopportunitiestoplacethechildwitha disabilityinaleadershiporhelpingrole,sothatthechildisnotviewedbypeersasonlybeingtherecipientof help. Teachersmayparticularlyneedtofacilitateinteractionswithchildrenwhohavecommunicationdifficulties whicharetypicallyrelatedtodiagnosessuchasspecificlanguageimpairment,autism,cerebralpalsy,hearing impairment,etc.Whenachildcannotexpresshimselfverballytootherchildren,moreadultsupportisoften neededtohelpinterpretthechildscommunicativeeffortsforhispeersandtohelpchildrenengageinactivities thattheycandotogetherwithouthighdemandsforverbalization.Teachersshouldalsorecognizethatchildren withcommunicationdifficultiesaremorelikelytoexperiencefrustrationandconfusionintheclassroom.These feelingsmayleadtoactingoutoraggressivebehaviors(e.g.,pushing,biting,throwingobjects,etc.).When teacherscanviewthesemaladaptivebehaviorsastheresultoffrustrationandlimitedcommunicationskills, theycanfocusonteachingthechildmoreacceptablewaystocommunicate,andcanhelpotherchildreninthe classroomtosetlimitsandcommunicatemoreeffectivelywiththechild.

ArechildrenwithspecialneedsexpectedtomeettheTexasPrekindergartenOutcomes?
Theanswertothisquestionis,Itdepends.Somechildrenwhosedisabilitiesareprimarilyorthopedicorwho havespecialhealthneedsthatmaynotbeaccompaniedbysignificantcognitiveimpairment(e.g.,type1 diabetes,epilepsy)canbeexpectedtoworktowardthesameleveloutcomesastheirtypicallydevelopingpeers. Otherchildrenmaybeabletomeetthesestandardswithadaptationsinmaterialsorinstructionalstrategies. Therewillalsobesomechildrenwhosecognitiveorlanguageimpairmentsaresignificantenoughthatgoalswill needtobemodifiedinordertoberealisticallyachievableforthatindividualchild.Itisimportant,however,not toassumethatachildcannotmeettheoutcomesineachdomainwithoutundertakingacarefulappraisalofthe individualchildscapabilitiesandneeds.Ifthechildhasacurrentdevelopmentalevaluationreport,anexisting IEP,oranIEPwhichisintheprocessofbeingrevised,thesedocumentscanbeusedtocarefullyreviewthe TexasPrekindergartenGuidelinesanddeterminewhicharepossibleforthechildtoworktowardwithout modificationsoraccommodations,whichareattainablewithsomeaccommodations,andwhichwillrequire modifications.Thesedecisionsrequirethoughtfulconsiderationandshouldbeconductedaspartoftheteam process,includingthechildsfamilyandotherprofessionals.Decisionsresultingfromthisprocessshouldbe documentedinwritingsothatallmembersoftheteamareclearabouthowthechildsneedswillbemet,what typesofaccommodationsandmodificationswillbemadeindifferentdomains,andhowhisorhereducational goalswillalignwiththePrekindergartenGuidelines.

Skillfulteachersobserveallchildrenforsignsindicatingtheneedfordevelopmentalor medicalevaluation.
Aclassroomteachermaybethefirstpersontonoticeunusualbehaviorsorpossibledelaysinachildwhohas notyetbeenidentifiedashavingadisabilityorspecialneed.Sinceearlyidentificationandinterventionaremost effective,teachershavearesponsibilitytosharetheirobservationsandconcernswiththechildsfamilyandto encouragethemtoseekoutanappropriateevaluation.Teachersshouldstartbyobservingandrecordingthe behaviorswhichseemunusualorwhichconcernthem.Theteachershouldthenmakeatimetositdownwith thechildsfamilyorguardianandsharetheseobservationsandconcerns.Theteachershoulddescribethese behaviorallyratherthansuggestingadiagnosis.Forexample,theteachermightsayIhavenoticedthatAlaina oftentunesoutanddoesnotrespondwhenIcallhername.Shealsoavoidseyecontactwithmeandwithother children,ratherthanIthinkAlainaisautistic.Teachersshouldencouragefamiliestopursueanevaluation,
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andpreferablyprovidethemwithinformationabouthowtolocateanappropriateproviderofsuchevaluations intheircommunity(e.g.,throughlocalschooldistrictand/orprivatedevelopmentalspecialists).Familiesshould alsobeencouragedtodiscussdevelopmentalconcernswiththeirpediatrician,whoshouldbeabletoguide themthroughtheevaluationandinterventionprocess.

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UtilizingtheTexasPrekindergartenGuidelinesintheClassroom v.TheLearningEnvironment: PhysicalArrangements,Activities,andSocialRelationships

Thereisstrongconsensusinthefieldofearlychildhooddevelopmentthatitisimportanttoconsiderthe mutualityofinfluencesbetweenchildrenandtheirenvironmentthepeopletheyinteractwith,andthe characteristicsoftheactivitiesandphysicalspacetheysharewithothers. Definitionsofhighqualitypreschoolsettingsoftenincludecharacteristicsoftheadultchildinteractions,suchas sensitivityandstimulation,e.g.,responsivenesstothechildrensneedsandsignals,positiveaffect,andfrequent verbalandsocialinteraction.Factorsimportantforschoolreadinessalsoincludetheamountoftimebeingread to,onetooneteachinginteractions,engagementwithfunctionalandenvironmentalprint,useofwellplanned lessons,andincorporatingmaterialsinplaythatpromoteliteracy,math,andscienceinplaysettings.Inaddition, othersignificantfactorsdescribedaskeyforaneffectivelearningenvironmentincludethephysicalsetupand richnessofachildsclassroomorhomecareenvironment.

PhysicalArrangementofSpaces:PromotingPositiveEarlyChildhoodOutcomes
Effectiveclassroommanagementcansetthestageforexcitingpossibilitiesforchildrenslearning.Thisincludes attentiontotheorganizationofthespaceandfurnishings,predictabledailyroutines,andresponsive interactionsbetweenteachersandchildren.Whilethesefactorsoftenaredescribedasdistinct,their interconnectioniscriticalforpromotingeffectiveteaching. Successfulteachersknowthatthearrangementandmanagementoftheearlychildhoodclassroomhavedirect effectsonthekindsofbehaviorschildrenexhibitastheyliveandworktogether.Thedifferencebetweenchaos andanorderlyatmospherethatfacilitateslearningdependsingreatpartonhowtheteacherpreparesthe environment.Thatpreparationinvolveswhathappensbeforeschoolbegins,whenchildrenarriveanddepart, whenscheduletransitionsoccur,whenchildreninteractfreelywithequipmentandmaterials,andwhen conflictsarise. Atthebeginningofeachschoolyearbeforethechildrenentertheclassroom,tobesuccessfultheteachermust setuptheenvironmentproperly.Awellplannedphysicalroomarrangementrichwithenvironmentalprint impactslanguagedevelopmentandtheinteractionsamongthechildren.Childrenenjoysmall,cozyspaceswith easilyaccessiblematerialsandbooks.Muchmoretalkingcanoccurwiththisarrangementandmanyfewer accidents.

Componentsofsuchanenvironmentinclude:
Protectingchildrenshealthandsafety; Supportingchildrensphysiologicalneedsforactivity,sensorystimulation,outdoorexperiences, rest,andnourishment; Providingabalanceofrestandactivemovementthroughouttheday; Materialsthatreflectthechildrenscultureandbackground;and Protectingchildrenspsychologicalsafety(e.g.,childrenfeelsecure,relaxed,andcomfortablerather thandisengaged,frightened,worried,orstressed).

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SettingUpthePhysicalSpace
Teachersmustconsideranumberoffactorsandcomponentsofthephysicalspacewhensettingupthe classroom.Thestrongconsensusregardingthesefactorsishighlightedinthe2000reportEagertoLearn: EducatingourPreschoolers. TrafficPatterns:Furnitureandplaycenterarrangementshouldconsiderwhichareaschildrenuse mostoftenandwhichplaycentersorareasshouldlogicallybelocatedclosetothedoor,tothesink, totheteachersdesk,etc. MaterialsPlacedattheChildrensLevel:Thingsthechildrenuseshouldbeputwheretheycan reachthem.Whenthechildrencanaccessneededmaterialswithouthavingtoasktheteacherto getthem,theybecomemoreindependentandactivitiesproceedmorequicklyandsmoothly. OrganizedStorage:Theoldadage,Aplaceforeverythingandeverythinginitsplace,strictly appliesintheearlychildhoodclassroomiftheteacherhopestoavoidchaos,confusion,andamessy room.Childrenneedthesecuritythatorganizationprovides.Allmaterialsshouldbelabeledtoassist withorganizationandtoreinforceliteracyskills.Itisdocumentedthatwhenchildrenarehelpedto organizetheirworld,theylearnclassificationskillsandasenseofsatisfactionfrombeing independentandselfsufficient. AdequateEquipmentandSupplies:Centersshouldhavecertainbasicequipmentandanever changingvarietyofmaterialstointriguethechildren. ClearlyDelineatedAreas:Eachareashouldhavelowandwelldefinedboundaries.Lowboundaries allowtheteacheranunobstructedviewofthechildrenatalltimesandgivetheroomamoreopen, interactivefeel. CoordinatedPlacementofCenters:Teachersshouldseparatenoisyareasfromquietareasand placeinterlinkedcenters,suchasthedressupandkitchenareas,neareachothertoencourage creativeinteraction. SmallGroupandIndependentWorkAreas:Separatelearningareasareimportantforfacilitating selfdirectedbutteacherguidedhandsonactivitiesonavarietyofsubjectsandskilllevels.Insmall groups,achildhastheadditionalbenefitofinteractingwithotherchildrenonamorepersonaland rotatingbasis. LargeGroupAreas:Earlyeducationclassroomsneedanopenarealargeenoughtoaccommodate allthechildrenatonetimeforwholegroupmeetings.Specificconsiderationsforthisspaceinclude whetherthechildrencansitcomfortablyorperformlargemusclemovementswithoutfeeling crowdedandmakingtheareafreeofdistractionssothatthechildrenwillfocusonthelargegroup activity.

Classroomfurnitureshouldbechildsized,andlabelsandobjectsplacedstrategicallywherechildrencanread them.Theclassroomshouldbeclean,wellmaintained,interesting,andattractive.Theclassroomshouldbe colorfulandwelllitandshouldconsistprimarilyofexamplesofchildrensandteachersworkdisplayedatthe childseyelevelandwhenpossible,supplementedwithculturallyandlinguisticallydiverseposters,pictures,and books,depictingrealpeopleofdifferingabilities.

UsingPhysicalSpacetoPromoteLanguageandLiteracy
Creatingaclassroomthatpromoteschildrenslanguageandliteracydevelopmentshouldfocusprimarilyon ensuringthatlanguageandliteracymaterials(suchas,books,writingutensils,andprintedmatter)arelocated throughouttheclassroom.Theenvironmentandteachingmaterialsshouldbereflectiveofthechildrensneeds, culture,andlanguageofinstructionwhetheritisaBilingual,EnglishasaSecondLanguageorEnglishonly instruction.Techniquescommontotheearlyclassroom,suchasthematicunitsanddramaticplayactivities,can promoteliteracydevelopmentwhenintegratedacrossclassroomactivities.Ahighqualityorallanguageand literaturerichenvironmentaddressesafewkeyresearchbasedfindings.
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First,studiesshowthatprovidingeventhemostbasicprintrichenvironmentrequiresaminimumoffivebooks perchildintheclassroom.Accesstoawidearrayofprintprovidesopportunitiesandtoolsforchildrentosee andusewrittenlanguageforavarietyofpurposes.Secondly,forhandsonreinforcementoflanguageand literacyskillschilddirectedlearningareasshouldhavemultiplematerialsthatmakeconnectionstorelevant literature.InclassroomswithchildrenwhoarelearningEnglish,itisimportantfortheenvironmentalprinttobe familiarprintthatisfoundintheplaces,objects,andmaterialsthatchildrenencountereverydayoftenserving astheearliestsourceofprintawarenessforyounglearners.Labelswithwordsandpicturesareeverywherein theclassroomsothatchildrenconstantlyconnectwrittenlanguagewiththethingstheyrepresent.

OrganizationandRoutineofActivities:PromotingEffectiveLearning
Classroommanagement,orthemannerinwhichactivitiesareconductedthroughouttheday,iscloselylinked withthephysicalarrangementinachievingasuccessfulenvironment.Childrenneedanorganizedenvironment andanorderlyroutinethatprovidesanoverallstructureinwhichlearningtakesplace.Avarietyofmaterials andopportunitiesforchildrentohavemeaningfulexperiencesshouldbecarefullyplanned. Classroommanagementisimportantforthepurposeofsettingroutines.Componentscanincludecolorcoding, dailyplans,andclassroomrulesexpressedwithclearexpectations,consistentuseofrules,andfrequent feedback.Childrenfeelmoresecurewhenthereisstructure,soawellplanneddaywithbuiltinsupportsis criticaltothechildrensbehavior,wellbeing,andreceptivenesstolearning. Useofchartscanhelpwithclassroommanagement.Chartshelporderthedailyroutine,allowchildrentouse printinameaningfulway,andprovideexamplesofprintaroundtheclassroom.Managementchartsthat incorporatepicturesoriconshelpmakeavisualimpressionuponchildren.Someexamplesinclude: RulesChart:Usestrategiestoensurethatchildrenunderstandexpectationsaboutclassroomrules, activities,anddirections. HelpersChart:Aspectsofthedailyroutinecanpromotesocialcompetencebyproviding opportunitiesforchildrentohelpwithtasks.Encouragechildrentoreadthechartbylistingasmany jobsaspossibleandchangingthejobsfrequently.Childrenshouldbeinvolvedinthinkingupthe jobsandwatchingtheteachercreatethechart. AttendanceChart:Anothermeansofteachingindependenceandresponsibilitywhilefreeingthe teacherformoresubstantiveactivitiesistohaveanattendancechartduringlargegrouptime;the attendancehelpercancountthenumberpresentandabsent. DailyScheduleChart:Whileanintuitivepractice,theuseofadailyschedulecharttogivechildrena visualplanofwhattheirroutinewillbeonanygivendayissupportedbyresearch.Theteachercan explainthechart,pointingoutthewordsandthematchingiconorpictureoftheactivity,sothatthe childrencanassociatetheactionwiththeprintedword. LearningAreaPlanningChart:Planningchartshavewordsandpicturestoillustratethepurposeof eachlearningarea.Thechartsprovidechildrenwithanopportunitytomakechoicesandtoactively participateintheirownlearning.Eachplanningchartcouldincludethenameofthelearningarea, aniconrepresentingit,andanumberthattellsthechildrenhowmanycanusethatareaatone time.

Teachersplayacriticalroleinhelpingchildrenlearnclassroomroutines,throughmodeling,thinkingoutloud and,initially,sharingtheresponsibility.Thesesupportscontinueforseveralweeks,withtheteacheractingas thechildrensmemoryofwhattheyaresupposedtodo,praisingearlyattempts,andencouragingchildrento graduallytakemoreownershipoftheseroutines.Theinitialtimeputintothiseffortpaysoffinthelongrun withchildrenbeingmuchmoreindependent,allowingtheteachertospendtimeteachingandinteractingwith children.Alongwiththisgradualincreaseinwhatchildrenareaskedtodoindependently,teacherscansetup theenvironmentforsuccessbydoingsuchthingsasopeningonecenteratatimeinthebeginningoftheyear,

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continuingtoexplainnewmaterialsastheyareplacedinthecenters,andusinglabelstoclearlyhelpchildren knowwhereitemsbelong.

ClassroomActivityPlanning:CreatingOpportunitiesforInteractionasWellasSelf Discovery
Decisionsaboutcurriculumandadultinteractionwithchildrenshouldbeasindividualizedaspossible.Itis importantforteacherstobeattentivetothemannerandpaceofindividualchildrenslearningsoitcanbe maximallysupported.Atthesametime,interaction,understanding,andcooperationwithotherchildrenand adultsarecrucialskillsforchildrentodevelopatthisage.Supportingchildreninlearningtoadaptandfunction successfullyinaclassroomsettingisakeycomponentofearlychildhoodeducation.Withthesetwoprinciplesof individualinstructionandinstructionwithadultsandpeersinmind,preschoolprogramsshouldinclude opportunitiesforbothindividualandgroupactivitiestoallowforindependentexplorationandplay,aswellas socialization. LargeGroupInstruction:Therearemanytimeswhenateachermaygathertheentireclassofchildrentogether toprovideinformation,supportcollaboration,andlistentotheirideas.Largegroupsessionsshouldoccurtwo tothreetimesperdayandlast1520minutes. Duringthistime,theteachercan: Deliveramorningmessage, Goovertheschedulefortheday, Conductareadaloud, Allowthechildrentosharenews, Engagethechildreninalanguageorphonologicalawarenessactivity, AnnounceaSpecialPersonoftheWeekorabirthday, Leadthechildreninamusicalactivity,suchasasong,or Introduceaninstructionaltheme.

SmallGroupInstruction:Smallgrouplearningactivitieswiththeteacherprovidingintentionalinstruction aboutnewconceptsmaybeoneofthemosteffectivewaystopromoteyoungchildrenslearning.Recent researchshowsthatchildrenlearnmath,literacy,andlanguageconceptsbestwhenteacherssupporttheir attentionandgrowthingainingnewknowledgeinsmallgroups(aboutsixchildren).Theseareeffectiveifthe teacherengageschildrenwithtargetedactivitiesforshortperiodsoftime(1015minutes).Theactivities, whethertheyaremeanttofacilitatethelearningofspecificcognitive(suchasmathorliteracy)orsocialskills, needtobeengagingwithchildrentakinganactiveroleusingmanipulatives,books,andpictures,asopposedto worksheetsorflashcards. IndividualLearningAreas:Childrenalsolearneffectivelywhenworkinginseparate,setapartlearningareas. Thesearenotplacestogoforplaytimeactivitiesaftertheimportantinstruction.Insmallgrouplearningareas, thechildrencementtheinstructionwithguidedexplorationandhandsonexperience.Withalittlecreativity, evenhomecareenvironmentscanhaveeffectivelearningcenters.Everylearningareashouldhave: Fun,playfulandpurposefulactivities, Aliteracyconnection, Writingmaterials,and Anopportunityforconversation(language)withanadultoranotherchild.

Developmentallyappropriateprogramsprovideopportunitiesforchildrentobroadenanddeepentheir behavioralknowledge.Theyprovideavarietyoffirsthandexperiencesandhelpchildrenacquiresymbolic
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knowledgebyrepresentingtheirexperiencesinavarietyofmedia,suchasdrawing,painting,dramaticplay,and verbalandwrittendescriptions.Furthermore,whilesmallgrouplearningschedulesinvolvealotoftimefor childdirectedlearning,theteacherisasactiveasthechildindirectinglearningandsupportingdiscovery.Infact, theteacherprovidesandencouragesthecriticalinteractionsthatturnplayintolearning.Researchsuggeststhe sevenfollowingtypesofcenters: 1. 2. 3. 4. 5. 6. 7. PretendandLearnCenter WritersCorner LibraryandListeningCenter ConstructionCenter MathandScienceCenter CreativityStation ABCCenter

Theseareasshouldintegrateavarietyofdifferentlearningconcepts,includingmathematics,science, phonologicalawareness,readingaloud,motivationtoread,letterknowledge,writtenexpression,printandbook awareness,andlanguagedevelopment.Wellstockedlearningareassuppliedwithbooksandothereducational materialswillhelppromotetheintegrationoftheseacademicconcepts.Itisimportantthatchildrenhave experienceswithbooksthathelpthemunderstandtheworldtheyliveinaswellasthosethatreflecttheirown culture.Wheneverpossible,classroomsshouldincludebooksthatareculturallyandlinguisticallyrelevantin childrenslearningcenters. Datafromthebehavioralscienceliteraturehavelongpointedtotheneedtocreatesafe,secure,supportive environmentsforinfantsandyoungchildren.Overall,apositiveandeffectiveclassroomenvironmentmakes classroommanagementeasier,giveschildrenownershipoftheclassroomandthepowertomanagethemselves, respectseachchildsindividuality,andrecognizesandpromoteschildrentakingresponsibilityintheclassroom community.Thistypeoflearningconduciveenvironmentwillcreatepositiveimpactsonyoungchildrens development,preparingthemtoacquireskillsneededinbothschoolandinlife.Aproperlysetupand maintainedclassroomprovidestheessentialfoundationuponwhichateachercanbuildtoeffectivelypromote childrenssuccessandschoolreadiness.

EstablishingaSchedule
Schedulesgivechildrenasenseofstructurethroughouttheirdaysotheycananticipatewhenspecificactivities willoccurandhowlongtheywillbeengagedintheseactivities.Thissenseofanticipationfacilitateschildren beginningtoregulatetheirattentionandemotions.Itgivesthemaplanoftheirdailyroutine. Whenmakingadailyschedule: Listeachactivitywithapicture(timeisoptional) Drawchildrensattentiontothescheduleasactivitieschange Havechildrenrefertothescheduletoidentifywhatactivitycomesnext Postthedailyscheduleatthechildrenseyelevel

Whathappensdailyinaprekschedule? Everydayshouldinclude: Phonologicalawarenessactivities(minutesthroughouttheday) Readingaloud(twiceadayperhalfdaysession,threeormoretimesperfulldaysession) Writing(teachermodeled,shared,interactive,andindependent)

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Mathconceptdevelopment Languagedevelopmentincorporatedthroughouttheday,especiallyduringthereadaloudsession.

Thefollowingareexamplesofsuggestedschedules: HalfDaySchedule Time 10min 15min 60min 15min 15min 30min 15min 10min Activity ChildArrival&IndependentActivities Opening(forexample,Pledge,HelperChart,Calendar(23minutes),SongswithMovement CircleTime(forexample,ReadAloud,introducingcenteractivities,talkingaboutchildrens experiences) Centers/SmallGroupTime(includeschilddirectedplayinplaycenters) SnackTime CircleTime(forexample,scienceandmathactivities,ReadAloud) OutdoorTime(forindependentplayandteacherchildconversations) CircleTime Closing/Reflection

FullDaySchedule Time 10min 15min 6090min 15min 15min 20min 15min 30min 15min 15min 15min 30min 25min 10min Activity ChildArrival&IndependentActivities Opening(forexample,Pledge,HelperChart,Calendar(23minutes),SongswithMovement CircleTime(forexample,introducingcenteractivities,talkingaboutchildrensexperiences) Centers/SmallGroupInstructionTime(includeschilddirectedplayinplaycenters) SnackTime ReadAloud OutdoorTime(forindependentplayandteacherchildconversations) CircleTime(forexample,science,mathactivities) LunchTime ReadAloud RestTime Movement/LargeMotor/Music CircleTime Centers(forexample,childdirectedplay,sciencediscovery,childdirectedreadingorwritingtime) OutdoorTime(forindependentplayandteacherchildconversations) Closing/Reflection

Inadditiontoteacherguidanceandconversationduringlearningactivities,teacherscanassistchildrens learningduringothertimesoftheday,suchasoutdoortimeandsnackormealtime.

DuringOutdoorTime
Moveclosetoagroupofchildrenanddescribewhattheyaredoing(IseeJoshandWilliamrunning veryfast!;JuanandSandraarebuildingabigsandcastletogether.)Thisisagoodtimetoteach actionwordsanddescriptivewordssuchas:climbing,swinging,running,building,shouting,chasing, racing,riding;fast,quick,powerful. Askthechildrenopenendedquestionsastheyareplaying(Marvin,howdoesitfeelwhenyou swinghigh?;Keshia,whatareyoumakingwithyoursandpile?) Pointoutinterestingthingsoutdoorsthatchildrenmightnothavenoticed,suchasabirdsnestina tree,abugcrawlinginthegrass,orworkersbuildingahouse.Invitechildrentotalkaboutwhat
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theyseeandwhattheythinkishappening. DuringMealTime Showchildreneachpartofthemealtheywillbeeating,andaskthemiftheyknowwhatitis.Iftheydont recognizeornameitcorrectly, Nameitforthemandencouragethemtosaythenameofthefoodordrink. Labelutensilsandotheritemsonthetable.Usethesewordsthroughoutthemeal:plate,cup, spoon,fork,napkin,bowl,pitcher,servingspoon. Encouragethechildrentodescribeandtalkaboutthefoodtheyareeating(notwiththeirmouths full).Forexample,theymaybeeatinground,orangecarrots;long,skinny,greenbeans;soft,white bread. Makethesedescriptionsspontaneousandcreativeratherthanjustencouragingrepeatingphrases. Encouragethechildrentocomeupwiththeirowndescriptionsoftheirfood,suchas,Mytomato lookslikeaball!Mygingerbreadissquishylikeasponge. Takeopportunitiestotalktothechildrenabouttablemanners,suchasstayingseatedwhileeating andnottalkingwithfoodintheirmouths. Usemealtimeasatimetoreflectontheactivitieschildrendidearlierintheday.Askaboutwhatthechildren didorplayedwithorbuilt.Byparticipatinginaconversationwiththechildren,ratherthanjusttellingthemto eat,mealtimecanbeatimefordevelopingrichlanguageandconversationalskills.

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UtilizingtheTexasPrekindergartenGuidelinesintheClassroom vi.MonitoringChildrensLearningandDevelopmentin WaysthatProvideFeedbackandEvidenceofSuccess

Thesystematicmonitoringofchildrensprogresshasanimportantroletoplayinrevealingachildsprior knowledge,developmentofconcepts,andwaysofinteractingwithandunderstandingoftheworld. Progressmonitoringisawayofdiscoveringwhatchildrenareinterestedin,whattheyarelearningandhaving difficultylearning,andhowtheyarechangingovertime.Armedwiththisknowledge,teacherscanchoosea pedagogicalapproachandcurricularmaterialsthatwillsupportthechildsfurtherlearninganddevelopment. Schoolreadinessbehaviorsareimportanttoassessbecausetheyareauthenticandlegitimateskills.Theyare tooimportantforteacherstoignoreoronlyguesstimate. Continuedassessmentprovidesteacherswiththefeedbacktheyneedtoidentifywhichpartsofthecurriculum needmodificationthisconstantfeedbackmechanismallowsteacherstoprovidethemostmeaningfuland effectiveeducationalexperiencepossible,asitallowsthemtoconstantlyfocusonandrespondtothechildrens changingneeds.Classroomassessmentisacriticalcomponentofeffectiveteaching.Preschoolteachersmust basetheirinstructionalchoicesonwhateachchildbringstotheinteractioninordertoeffectivelypromote learning.Broadlyconceived,assessmentconsistsofasetoftoolsforidentifyingeachchildsskilllevel,learning howchildrensolveeverydayproblemsandconflicts,howtheychangeovertime,andwhatmotivatesthem. Thequestionofhowtoassesschildrenismultifaceted,asitisinfluencedbyanumberoffactors.Forexample,if ateacherwishestodetermineifachildhasageappropriateschoolreadinessskills,sheneedstousea standardizedmeasure.Thismeanstheassessmenthasacommonsetofquestions,tasks,andmaterialsandthe childsscoreisbasedonanormativesampleofchildren.Thisisimportantbecausethechildsperformancecan berelatedtotheperformanceofalargenumberofotherchildrenofthesameage.Sometimesstandardized measuresarereferredtoasformalassessmentapproachesandincludeavarietyofengagingtasksusedfor differentpurposes. Wheneverpossible,skilllevelsofchildrenwhospeakalanguageotherthanEnglishshouldbeassessedinboth theirhomelanguageandEnglish.Measurementofhomelanguageskilllevelisessentialwhenchildrenare enrolledinBilingualinstructionalprograms. Formalassessmentapproachesinclude: ScreeningMeasures:Briefassessmentofskillsthatareimportantearlyindicatorsoflaterschool competence.Theseprovideinformationonentrylevelskillsatthebeginningofthepreschoolyear. ProgressMonitoringMeasures:Briefmeasuresthatareconductedonaroutinebasistoprovide informationonwhatchildrenarelearningandratesofimprovementacrossthepreschoolyear. Resultsofprogressmonitoringmeasuresshouldbepredictiveofmorelengthy(e.g.,comprehensive) standardizedmeasures.Asprogressmonitoringmeasuresarebrief,teacherscanconductthemat leastthreetimesacrossaschoolyearandlearnwhoisorisnotdemonstratingadequateprogress. Withthisknowledge,teachersreportthattheynolongerhavetoguesstimatewhatchildrenare learningandcanadapttheircurricularactivitiesandinstructionalapproachestobemoreresponsive tothechildrensneeds. DiagnosticAssessments:Thisapproachisusedtoobtainamoreindepthanalysisofachilds strengthsandweaknessesinordertodeterminewhatlearningsupportsareneeded.Childrenwith mental,physical,oremotionaldifficultiesthatmayrequirespecialservicesbenefitgreatlyfromearly detectionanddiagnosis.Forsuchchildren,diagnosticassessmentscanbeveryhelpful.While diagnosticassessmentsdonotdeterminetheunderlyingreasonsforachildslackofprogress,they
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cansuggestaspecialneed.Therearemanyreasonswhyachildmayhavedifficultywiththeearly acquisitionofacademicorsocialskills.Anyorallofthefollowingcanexplainproblemsinlearning: health,unidentifieddisabilities,familyconcerns,orsocialandemotionaldifficulties.Fortunately, specificassessmentsdesignedtoidentifyunderlyingproblemsanddisabilitiesexistandshouldbe usedifnecessary.Onceteachersdiscovertheunderlyingcausesforachildsdifficultiesinlearning, theycanseekappropriateassistanceforthechildandthechildsfamily. Effectivepreschoolprogramsshouldusemultipleformsofassessment,trackindividualchildrensprogressina scientificallyreliableway,anduseassessmenttoinforminstruction.Assessments,whenusedcarefullyand appropriately,canresolveratherthancreateeducationalproblems.Becauseyoungchildrenexperience incrediblegrowthandlearningatanunevenandsometimesunpredictablepace,itisimperativethatteachers andcaregivershavethenecessarytrainingtothinkaboutanduseassessmentwell.

InformalAssessments:TrackingChildrenoverTime
Earlychildhoodteachershaveanumberofinformalassessmentsattheirdisposal,includingobservation, reflection,collectionofchildrensworkinportfolios,andchecklists.Numeroususesofportfoliosincludeguiding instructionaldecisions,encouragingchildrensreflectionsontheirownlearning,andsharinginformationabout childrenslearningwithfamilies.Comprisedofsamplesofachildswork,teacherobservations,andcopiesof developmentalchecklists,theportfolioprovidesanoverviewofthechildsdevelopment.However,while informalprogressmonitoringprovidesimmediatefeedbackforteachers,thistypeofassessmenthasanumber oflimitations. Informalassessmentscannot: Effectivelyindicatewhetherornotpreschoolersarelearningatratesthatwillassuretheyareready forformalschooling, Determinebaselineleveloffunctioning, Providenormreferencedinformation, Determineifthechildhasageappropriateskills, Determineifachildhasalearningproblem,or Offerclearlyreliableandvalidassessmentresults.

Thesegoalsrequireformalassessment. Overall,educatorsandprogramdirectorsmustkeepanyassessmentsmanageablebyplanningareasonable timeframeforcollectingassessmentinformation,selectingonlyafewofthemostinformativeassessments,and collectinginformationonasystematicbasis.Theseassessmentsshouldalignwithboththespecificcurriculum usedintheclassroomandthestatesearlychildhoodguidelines. Resultsfromassessmentsshouldbeusedforpurposefulplanningofachildspreschoolexperience.Forexample, teacherscanrespondtothefeedbackreceivedfromassessmentbychangingorenrichingplaycenterswith activitiesthatbetterservetheneedsofthechildrenorbyprovidingadditionalreadaloudsessionsifthe assessmentpointstoaneedforsuchchanges.Furthermore,assessmentcanindicatewhichchildrenneedmore oneononeattentionforparticularskills,oritmaymotivateateachertoconsultwithotherteachersand supervisorsforsuggestionsonfurtherinstructionalstrategies.Whatevertheresults,theyshouldbesharedwith families,andtheassessmentsshouldberepeatedperiodicallytoevaluatethechildrensprogress. Skilledearlychildhoodteachersembedsystematicobservationsandotherassessmentsinchildrenseveryday activitiesandinteractions;childrenunderskilledteachersdonotfeelexaminedortestedbutratherwillbenefit fromatailormadeeducationalexperience.Withtheknowledgederivedfromassessments,teachersandothers
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canmakecertainthatyoungchildrenreceiveessentialservicesandsupports,includingfurtherassessmentand interventionwhennecessary.

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LinkingtheTexasPrekindergartenGuidelinestoSchoolReadiness

vii.ADevelopmentalApproachtoPromotingSchoolReadiness
Childrenbuildcompetenciesastheyprogressalongtheirindividualdevelopmentalpathways. WhenreviewingandimplementingtheTexasPrekindergartenGuidelines,itisimportanttokeepinmindthat childrenmasternewknowledgeandskillsthroughaseriesofdevelopmentalprocessesthatevolveovertime. Whileeffectiveteachersplanlessonsandstructuretheirclassroomswithanawarenessoftheultimategoals theywantchildrentoachieve,theyalsorecognizethatchildrenatdifferentdevelopmentallevelshavedifferent capabilities,thereforeexpectationsneedtobeadjustedaccordingly.Preschoolchildrenarematuringovertime inparallelareassuchas:lengthofattentionspan,expressivevocabulary,behavioralselfcontrol,problem solvingskills,finemotorcoordination,andworkingmemoryskills.Thesediverseaspectsofdevelopmentimpact directlyandindirectlychildrensabilitytounderstandparticularconceptsandcarryoutspecificactivities successfully.Forexample,a3yearoldmaybelearningtosortandclassifyobjectsbycolororsize,whilea4 yearoldcanlearntosortobjectsbasedontheirbeginningsound(suchas/pig/,/pot/,/puzzle/).A3yearold maybeworkingonmotorskillssuchasjumping,standingononefoot,andthrowingaball,whereasa4yearold canlearntofollowdirectionssuchasHop2timesorWalkquickly,andislearningtothrowaballwithaim. Inthesocialemotionaldomain,youngerpreschoolersarestillpracticingbasicskillssuchastakingturnsand sharingtoyswithouthittingorgrabbing.Olderpreschoolersaremoreabletoresolveconflictsverbally(though theyoftenstillneedteachersupporttodoso)andtoengageincooperativeplay.Thus,whatmaybe appropriatefor4and5yearoldsmaynotbeappropriatefor3yearolds.Thisattentiontochildrensvarying developmentalneedsiscriticallyimportant.Also,asmanyearlychildhoodclassroomshavechildrenofmixed ages(3to5yearolds)flexibilityinlearningandplayactivitieswithinaclassroomwilloftenbenecessaryto optimallysupporteachchild.

Teachersindividualizeinstructiontofacilitatechildrensdevelopmentalprogress.
TeachersareencouragedtotakeadevelopmentalperspectiveinimplementingthePrekindergartenGuidelines. Teachersshouldmeetchildrenwheretheyareandprovideinformationandactivitiesatalevelthatchildren canreadilyunderstandandengagewith.Thiswillmeanbuildingchildrensskillsovertime,workingtowardthe schoolreadinessoutcomesstepbystepaschildrendemonstratemasteryofbeginninglevelskills.Teachers shouldhavetheoutcomeskillsinmind,butwillneedtopreparechildrentomeetthesegoalsthrough scaffoldingexperiencesandactivitiesthatareappropriateforindividualchildrenscurrentdevelopmentallevels andcapabilities. Effectiveteachersknowthateachchildisuniqueandcanbeappreciatedasanindividualwithauniquestyle, temperament,setofinterests,andaptitudeforlearning.Teachersshouldhavehigh,positiveexpectationsforall children,butthisdoesnotmeanthatallchildrenshouldbeexpectedtolearnatthesamerateorinthesame way.Theremaybesomeadvanced3yearoldswhoarereadytomeetsomeofthePrekindergartenGuidelines outcomesrightnow,whilethereare4yearoldswhoseemfarfromattainingtheseoutcomes.Teachersshould makeuseofavailableassessmentsanddailyobservationstodeterminewhereeachchildisintermsof masteringskillsinthevariousdomains.Theycanthenusethisinformationtoplanlessonsandprovideactivities thatcanbeindividualizedtotheneedsofchildrenwhoareatvaryingskilllevels.

Integrationofdevelopmentaldomainsandcurriculumcontentsupportschildrens learning.
Developmentalresearchalsotellsusthatchildrensacquisitionofconceptsandskillsisnotalwayslinearand evenlypaced.Childrenneedtobeexposedtonewconceptsmultipletimesandacrossavarietyofcontextsin ordertosolidifytheirunderstanding.Ateachermodels,demonstrates,andthinksaloudsothechildren
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understandthethoughtsbehindwhattheteacherisdoing.Then,childrenareprovidedopportunitiestopractice theskillorconcept,withtheteacherbesidethemtoguidetheirpractice,scaffoldingorsupportingthechildrens learningsotheyaresuccessful.Theteacherprovidesmanyopportunitiesforpracticingtheconcept,movingthe conceptfromsomethingthechildcandoslowly,tosomethingthathe/shecandoquicklyandeasily.Thoughtful planningisrequiredforchildrentohavethemultipleopportunitiesneededforthistransitionfromsomething beinghardtosomethingbeingveryeasyforachildtoaccomplishwithoutassistance. GradualReleaseModel 1.Teachermodels,demonstrates andthinksoutloud. Childwatches. 3.Childdoestask. Teacherhelps. Teacherwatches. (PearsonandGallagher,1983) Childrenalsomusthavesufficientopportunitiestopracticenewskillsinavarietyofwaysandindifferent settings.Arichcurriculumthatintegratesmaterialsandconceptsacrossdifferentpartsofthedayprovidessuch opportunities.Forexample,achildlearningaboutshapesmaycompleteashapepuzzleduringcentertime,sort andcountbeadsofdifferentshapesduringasmallgroupmathlesson,andthenuseamagnifyingglassduring outdoortimetospyshapesofobjectsontheplayground(suchasarectangularslide,atriangularroofona playhouse,acircularwheelonaridingtoy).Whenconceptsandvocabularywordsarereinforcedacross contextsandovertime,childrencanmakeuseoftheirattention,memory,vocabulary,visualobservation,and motorskillstobuildinternalmentalrepresentationsofcomplexconceptssuchasshapes. Finally,effectiveteachersrecognizethereciprocal,interactiverelationsamongthedifferentareasof development.Theyrecognize,forexample,thatwhenachildisemotionallyanxiousorfrustrated,s/hewillhave moredifficultyusingadaptiveproblemsolvingskillsorfollowingdirectionsinagroupactivity.Whenchildren arepresentedwithactivitiesthataretoofarbeyondtheircapabilities,theyaremorelikelytoshowavoidance, passivity,oractingoutbehavior.Ontheotherhand,whenchildrenareprovidedwithactivitiesthatare interesting,challenging,andmanageableforthem,theyexperienceprideintheirsuccessandareeagertolearn more. Promotingprekindergartenchildrensschoolreadinesswillbestbeachievedwhenteachersintegratethe followingguidelinesandoutcomesintotheirinstructionalapproach,whilemaintainingaperspectivethatviews thechildasanactivelearnerwhoiscontinuallydeveloping,adapting,synthesizingnewinformation,andstriving towardcompetence. 2.Teacherdoestask. Childhelps. 4.Childcompletestask independently.

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LinkingtheTexasPrekindergartenGuidelinestoSchoolReadiness viii.EffectivePracticesforPromotingSchoolReadiness
Keyconceptsinvolvedineachdomainofpreschoollearningmustgohandinhandwithinformationandskill acquisition. Akeytodevelopingeffectivepracticesforpromotingschoolreadinessistheintegrationintheclassroomoffive keyelements,eachknowntobeimportanttoyoungchildrenslearninganddevelopment.Whileeachaddstoa teachersabilitytobuildastrongfoundationforchildrenslearning,theirinfluencewhencombinedintoan integratedandcomprehensivewholeisgreaterthanthesumoftheparts. Thefiveelementsthatarekeytoeffectivepreschoolprogramsare: ConsistentuseofaResponsiveInteractionStyletosupportlearning, Contentthatbuildscognitiveandsocialskillsknowntopredictschoolreadiness, Planningthattakesadvantageofrecentbrainresearchformemorydevelopment, Abalanceofteachingstrategies,and Flexiblegroupingsofchildrenforlearningactivitiesincludingonetoone,smallgroups,andlarge groups.

ResponsiveInteractionStyle
Thesocioculturaltheoryprovidesanexcellentframeworktoguideteachersintheireffortstosupportyoung childrenslearning.Ahallmarkofthistheoryistheimportanceitplacesonthechildsabilitytolearnathigher levelswithspecializedsupport,referredtoasscaffolding,frommorecompetentothers(e.g.,families,teachers) thanoccurswhenchildrenattempttolearnontheirown.Whentheresponsiveinteractionsoccur,young childrenssocialandcognitiveskillsareplacedonmorepositivetrajectories. Aconsiderablenumberofstudieshaveexaminedteacherbehaviorandtheirinteractionsandrelationshipswith children.Thatliteraturesupportstheteachersanecdotalassertion:Thewayinwhichteachersinteractwith youngchildrenaffectsthechildrenssocialandemotionaloutcomeseithernegativelyorpositivelydependingon thequalityoftheinteractions.Inlightofthis,theNationalCenterforChildreninPoverty,alongwithnumerous otherinstitutions,recommendsapolicyofqualityearlychildhoodcareandlearningexperiencesinclassrooms withwarmteachersandapredictable,stimulatingatmosphere. Responsiveinterpersonalrelationshipswithteachersnurtureyoungchildrensdispositionstolearnandtheir emergingabilities.Goodteachersacknowledgeandencouragechildrensefforts,modelanddemonstrate behaviors,createchallengesandsupportchildreninextendingtheircapabilities,andprovidespecificdirections orinstructions.Childrenareeagerandexcitedtolearn,andencouragingthisexcitementgeneratespositive resultsinlearningnewvocabulary,letternamesandsounds,andnumberandscienceconcepts.Infact,close teacherchildrelationshipsinprekindergartenarerelatedtogreaterphonemicawarenessandbetterlanguage, communication,andmathskills,aswellasmorepositiveattitudesandperceptions,bettersocialandthinking skills,andfewerproblembehaviors.

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Responsiveandappropriateinteractionsthatscaffoldchildrenslearningrequire:

Sensitivitytoachildslevelofunderstanding, Responsescontingentonachildssignals, Anabilitytomaintainandbuildonachildsfocus, Richorallanguageinput, Avoidingexcessiverestrictionsonbehavior,and Providingchoicesandadaptingtoachildschangingneeds.

Byvigilantlyobservingandevaluatingchildrensneedsandhappinessintheirenvironmentandbyproviding responsibleandresponsivecare,ateacherestablishesawarmandcaringenvironmentthathelpsthechildfeel comfortableandfacilitatesthelearningprocess.

Aneffectiveteachershowsrespectforeachchildsindividuality.

ResponsiveInteractions:Warm,Sensitive,andContingentonChildrensSignals
Earlychildhoodeducatorssetthetoneforeveryinteractionthatoccurswithintheirclassrooms;itfollows,then, thatcultivatingawarm,caringatmospherewillallowchildrentoexploreanddiscovertheirworldwithoutfear ofpunishmentorridicule.Increatingthisenvironmentandbolsteringchildrensselfesteem,teachersmake hugestridesinhelpingchildrenachieveschoolreadiness. Teacherscancultivateresponsivenessandwarmthintheirinteractionswithchildrenwhenthey: Listenandrespondwithwarmthandsensitivitytochildrensfeelings,ideas,andopinions; Usepositivelanguagethatbuildschildrensselfesteem; Showrespectforchildslinguisticandculturalindividuality; Helpchildrenlearnselfcontrolbysupportingemergingemotionalcopingskills; Offervariedopportunitiesforchildrentomakechoicesanddecisions; Giveoraldirectionsafterusinganestablishedsignaltogainchildrensattention,makingsure childrenunderstandwhatisbeingrequiredofthem; Encouragechildrentomanagetheirbehaviorbysettingupasupportiveenvironment(room arrangement,managementcharts,etc.); Establishclassroomrulesthatareclear,simple,anddevelopmentallyappropriate; Usecreativeproblemsolvinginallpartsofthecurriculum;and Usetheproblemsthatnaturallyoccurthroughoutthedaytomodelaconstructiveproblemsolving approach.

Aresponsivestyleneedstobecombinedwithaneffectiveplanforteachingthecontentcriticalto schoolreadiness.

ResponsiveStyle+ContentPlan
Aworkingknowledgeofthemajorcognitiveandsocialareasofdevelopment,alongwiththeTexas PrekindergartenGuidelines,shouldserveasaguidefortheplanningofpreschoolcurricula.Acontentplan needstotakeadvantageofopportunitiestobuildmultipleareasoflearning(e.g.,math,social,language)within asinglelesson,activity,orexperience.Forexample,inaneffectivereadaloud,theteacherbuildsvocabulary andbackgroundknowledgeasshehighlightscharactersorkeyconceptsinthebook.Herquestioningpromotes languageexpressionasthechildrenattempttodescribetheirthoughtsaboutthebook.Thegiveandtake amongthechildrenandtheirabilitytocooperateassherequeststhattheywaittheirturnandlistentoeach
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othersresponsessupportstheirdevelopmentofsocialcompetence.Asthebookmaybeaboutearlymath, science,history,orliteracy(suchasanalphabetbook),thereadaloudactivitybuildslearninginanyoneofthese importantareas. Ofcourse,thechildrensabilitytolearnfromthismultidimensionalactivityisdependentontheteachersuseof thekeycomponentsofaresponsivestyleaspreviouslydescribed.Inthisexample,thechildrenslearningcanbe advancedtoagreaterextentwithinthisteacherguidedbookreadingactivitythanitcaninanindependent activity,suchasachildlookingatabookonhisorherown.Thisonlyoccurs,however,iftheteachersreactions are:contingentlyresponsivetothechildssignals;incorporaterichandappropriatelypacedlanguageinput; considerateofELLdevelopment;usedinwaysthatbuildonthechildsfocusofattention;andarewarmand supportive.Thus,whenthecontentareasknowntopredictschoolreadinessarepresentedinthisresponsive style,childrenmakelargestrides,andthelevelofachievementnecessaryforschoolreadinesscanoccur.

ResponsiveStyle+Content+PlanningEffectivelyBuildNewMemories
Beforeoutlininggeneralwaystobuildlanguage,literacy,math,andsocialskills,theteachercanbetterassure thatchildrenlearnbuildknowledgethatsustainsthrougheffectiveplanningandimplementationofactivities thatprovidenewinformation.Itiswelldocumentedthatchildrenlearnanewconcept(suchasthenameand characteristicsofanewobject)iftheyhavecloselyrepeatedexperiences. Forexample,achildmighthearforthefirsttimeaboutanobjectduringascienceorareadaloudactivity.Inthe firstexposure,thechildhearsaboutandseescharacteristicsoftheobject.Touchingtheobjectalsohelpsthe childremembermoreaboutit.Thisnewvocabularywordandwhatitmeanswillbemorelikelytobelearnedif thechildhasmultiplerelatedexposuresorexperienceswithitthatoccurcloseintimetothefirstexposure.As earlychildhoodteachersplantheactivitiesacrossaday,week,andmonth,attentiontothisshouldsupport moreeffectiveteaching.Theuseofrichthemes(e.g.,underwatersealife,thingsthatfly,gardens,or construction)makesiteasiertobuildrepeatedrelatedexperiencesforchildren.So,whenchildrenlearnabout gardensacrossmanydaysthroughrelatedbutvariedactivities,theybegintomakeconnectionsbetweenthe toolsneededtoplantinagarden,theflowersandvegetablesthatgrowingardens,gardeningclothes(gloves, hats,boots),andthepurposeofsoil,nutrients,sun,andwater. Itseasytoseefromthisexamplehowmuchfunateachercanmakelearningaboutgardens.Withthoughtful, intentionalplanningandplayfulactivities,newvocabularyskillsarepromoted.Aschildrenthinkaboutthe beginninglettersandsoundsinthenewwords,theyareexposedtoliteracy,andmathoccursastheycountout theseedstheywillplant.Ofcourse,social/emotionalskillsaresupportedastheysharetheirgardentoolswith theirclassmates,taketurnsdiggingordescribingplants,laughtogetherastheymakeupsillyalliterationsorsing rhymingsongs(Mary,Mary,quitecontrary,howdoesyourgardengrow?). Thisapproachassureseffectivelearning,inpart,becauseitincorporatesthethreePs: Purposeful Planful Playful

WithattentiontothethreePs,teacherswillalwaysaskWhatisthepurposeofthis?beforetheyputan activityintheirlessonplan.Theanswershouldbe: Itbuildsoneormoreoftheskillsnecessaryforschoolreadiness, Itexpandsandbuildsonchildrenscurrentlevelofunderstanding,and Itencouragestheunderstandingofnewinformationthathasdirectlinkstowhatchildrenwillneed tosucceedinkindergarten.

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Aftermeetingthesecriteria,carefulplanningoccurs.Thisincludes: Selectionoffictionandnonfictionbooksforgroupreadingsandtheirplacementinthecentersso thatnewknowledgeisencouraged; Selectionofactivitiesthattakeadvantageoftheoverlapamonglanguage,literacy,andmathskill domains; Identifyingfunphonologicalawarenessgamestousewhenmovingchildrenfromoneactivityto another;and Beingsurebooks,materials,activities,games,andconversationsareengaging.

ImplementingEffectivePlans+aBalanceofTeachingStrategies
Twoteachingstrategiesthatoftenarecontrastedaredirectandindirectinstruction.Direct,orexplicit, instructionoftenhasbeendiscouragedinearlychildhoodsettingsbecauseitisfrequentlyassociatedwithhigh structureorwithscriptedapproaches.Thisisunfortunate,sincedirectlyinstructingchildrenaboutthemeaning ofnewwordsorhowsomethingworksisanimportantaspectofsupportingtheirlearning.Ratherthanassume thatthismoreexplicitformofinstructionequateswithaskillanddrillapproach,earlychildhoodteacherscan observeanddeterminethosetimeswhenchildrenwillbenefitfromdirectinstructionaboutinterestingnew areas.Giventheyoungageandlimitedattentionspanof4yearolds,thistypeofinstructionneedstobe relativelyshort.Itshouldencouragechildparticipationthroughquestioning,theuseofhandsonmaterials (ratherthanworksheets),andphysicalmovement. Indirectinstructionhasbeeninterpretedinnumerousways: Tosomeitmeansthatchildrenhavethefreedomtochoosewhattheywanttodo.Withthis interpretation,childrenoftenspendalotoftimeinavarietyofcenters,exploringthematerialson theirownorwithotherclassmates.Sometimesthosecenterslookthesameacrosstheyear,orthey mightberefreshedwithnewmaterials. Forothersteachers,guidedinstructionofchildrenseffortsinthecentersisincludedintheir interpretationofchilddirectedlearning.Inthiscase,theteacherwouldobserveandcommenton conversationaltopicsoractionswithobjectsormakelinksbetweenthechildsplayandaliteracyor mathconcept.

Althoughthisisaneffectivewaytoscaffoldchildrenslearning,manyteachersdonotperceivethattheyhavea roleinchildrensexplorationsandplay.Inadescriptivestudy(McLaine,J.B.1996)examiningearlychildhood teachersbeliefsandpracticesoftheirroleinchildrensplay,mostsawthemselvesasobserversonlythereto keepchildrensafe.Ofthe65teachersinthestudy,onlyfoursawplayasanopportunityformakingconnections withliteracy,andasfewas15vieweditasatimetopromotethinking.Theteachersroleinchildrensplayand explorationofmaterialshasbeendescribedasmultifaceted,includingbeinganorganizeroftheenvironment, facilitator,amanager,andascribe.Asmoreteachersacceptthisrangeofroles,childdirectedlearningshould enhanceteacherdirectedactivitiestoprovidethebestbalanceforschoolreadiness. Justasateachermustaskquestionsaboutthepurposeofteacherdirectedactivities,thepurposeandmanner withwhichchilddirectedactivitiesoccurmustalsoreceiveattention,carefulplanning,andteacherinvolvement. Thus,itisimportanttostrikeabalancebetweenteachervs.childdirectedlearninginearlychildhood classrooms.Inchilddirectedapproaches,theteachermayestablishlearningcentersthatincorporatebooksand materialsthatassurethataschildrenplay,theywillhaverepeatedexposuretoconceptsorinformationthe teacherhaspreviouslyshared.Teacherdirectedactivitiesmayleadtochilddirectedlearning.Thedirection, however,couldbereversedsuchthatchildrensexplorationsandobservationsmayleadtotheteachersetting upanexperimentoramathtasktobuildonthechildrensinterest.Theimportantpointisthatitisnotonevs. theotherapproach,butacomplementarybalanceofthetwo.

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IncorporatingFlexibleGroupings+BalancedStrategies+EffectivePlanning+Content +aResponsiveStyle
Thefifthkeyelementistheinclusionofdifferenttypesofgroupings(oneonone,smallgroup,largegroup)of childrenacrosstheday.Childrenreceivehigherqualityrelationswithteacherswhenthereisasmallerteacher tochildratio.Thismayoccurbecausetheteacherismorelikelytorespondsensitivelytochildrenssignals, includingtheirattemptstoverbalize,whensheisinteractingwithsmallernumbersofchildren. Aspreschoolclassroomsoftenhaveasmanyas20children,itischallengingforteacherstoprovidethis individualizedresponsiveness.However,foractivitiessuchasreadaloudsessions,smallgroupingsofchildren aremorelikelytoencouragechildrenstalkthanlargegroupreadings.Thepresenceofateachingaideoran assistantteacheroftenallowsformoreopportunitytouseflexiblegroupingsofchildren.Withateamteaching approach,oneteachercanworkwithasmallgroupofchildren,whiletheotherteachermovesaroundthe centersscaffoldingthelearningoftheotherchildrenorpossiblycarryingoutanactivitywiththeminalarge group.Itisimportantthatallchildrenbenefitfromparticipationinflexiblegroupings. Oneonone: Providestheteachertheopportunitytoindividualizeinstructionandmeetspecialneeds. Smallgroups: Allowschildrenmoreopportunityfortalking, Providestheteacheropportunityforscaffolding,and Encourageshandsonactivitiesandchilddiscovery. Largegroups: Buildasenseofcommunity,and Setthestagefortheintroductionofthemes,informationaboutnewconcepts,andreview.

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LinkingtheTexasPrekindergartenGuidelinestoSchoolReadiness ix.ProfessionalDevelopment:TheKeytoHighQualityPrekindergartenPrograms
Akeytoassuringthatyoungchildrenhaveeffectiveteachersistoassurethatteachershaveeffective professionaldevelopment.Goodteachersprovideappropriatelevelsofchallenge,helpchildrenquestiontheir ownassumptions,andencouragethemtothinkaboutandrecognizerelationshipsbetweenobjects.

ProfessionalDevelopment:ContinuingImprovementandSupportforTeachersImproves QualityinPreschoolExperiences
Teacherscanlearnanddevelopappropriateandeffectivetechniquesforpositiveteacherchildinteractions. Throughcarefulandcontinueddevelopment,teacherscanbuildtheireffectivenessaseducatorsovertime. Therefore,professionaldevelopmentcomprisesanessentialelementinachievingqualitypreschoolprograms. Teacherstrainedinearlycareandeducationaremoreresponsivetochildrensneedsandbetterequippedto helpchildrensucceed. AccordingtotheNationalPartnershipforExcellenceandAccountabilityinTeaching,professionaldevelopment activitiesregardlessoftheircontentandgoalsaremorelikelytobeeffectivewhen: Thecontentfocusesonwhatchildrenshouldlearnandhowtoaddressthedifferentproblems childrenmayhaveinlearningthematerial; Professionaldevelopmentisbasedonanalysesofthedifferencesbetweenactualstudent performanceandgoalsandstandardsforstudentlearning; Professionaldevelopmentinvolvesteachersinidentifyingwhattheyneedtolearnandindeveloping thelearningexperiencesinwhichtheywillparticipate; Professionaldevelopmenttakesplaceprimarilyintheclassroomandisintegratedintothedayto dayworkofteaching; Mostprofessionaldevelopmentisorganizedaroundcollaborativeproblemsolvinginsmallgroupsof teachers; Professionaldevelopmentiscontinuousandongoing,involvingfollowupandsupportforfurther learning,includingbuildingsupportnetworksbetweenmultipleschoolsandgarneringsupportfrom sourcesexternaltotheschoolthatcanprovidenewperspectives; Professionaldevelopmentincorporatesevaluationofmultiplesourcesofinformationonoutcomes forchildrenandtheinstructionandotherprocessesinvolvedinimplementinglessonslearned throughprofessionaldevelopment; Professionaldevelopmentprovidesopportunitiestounderstandthetheoryunderlyingthe knowledgeandskillsbeinglearned;and Professionaldevelopmentisconnectedtoacomprehensivechangeprocessfocusedonimproving studentlearning.

Allearlychildhoodstakeholders(publicschool,HeadStart,childcare)shouldhaveopportunitiestobecome wellversedintheTexasPrekindergartenGuidelines.Professionaldevelopmentwithafocusontheimportance ofusingtheseguidelinesasatoolforplayful,wellplanned,andpurposefulinstructioninprekindergarten classroomsshouldbeavailableforalladministratorsanddirectors. Inaddition,teachersplanninginstructionalapproachesusingtheguidelinesasafoundationwillexposechildren toexperienceswithemergentliteracy,math,andsocial/emotionalskills.Theseteachersaremorelikelytohave childrenwhoshowcognitivegainsthatcarryintokindergarten.(Whitehurst&Lonigan,1998;Zevenbergen, Whitehurst,Payne,CroneHiscott,Nania,et.al.,1997)Afirststepinreachingthisgoalisevidencethatteachers

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canbeprovidedwithprofessionaldevelopmentthatpromotestheirabilitytoutilizetheguidelinesinproviding theearlylearningexperiencesnecessaryforthedevelopmentoftheseskills. Aresearchbasedpracticeforprofessionaldevelopmentishandsonwithvideosofclassroommodels.Web basedprofessionaldevelopmentormoduletypedistricttrainingswithongoingupdatesassupportcanprovide costeffectiveformatstoassistteachersinbalancingteachingstrategiesbasedonresearchregardingcognitive readinesswithdevelopmentalresearchabouthowchildrenlearnmosteffectively.Theinclusionofthese guidelinesinanymodelofprofessionaldevelopmentwillensureabalancebetweenintegrityoftrainingand cost.

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OrganizationoftheGuidelines
Thereare10Domains: I. II. III. IV. V. VI. VII. VIII. IX. X. SocialandEmotionalDevelopment LanguageandCommunication EmergentLiteracyReading EmergentLiteracyWriting Mathematics Science SocialStudies FineArts PhysicalDevelopment Technology

EachDomainincludesSkillAreas. SixDomainAreasincludethesecolumns: Byaround48MonthsofAge, EndofPrekindergartenYearOutcomes, ExamplesofChildBehaviors,and ExamplesofInstructionalStrategies.

FourSkillDomainAreasdonotincludethecolumnofByaround48MonthsofAgeasthereisnoresearchto guidetheinclusionofthisinthosefourareas. Withinthedocument,childandteacherarereferredtobyhisorherandheorsheinterchangeably.Thisisfor easeofreading,notasaspecificgenderreference. Outcomesarenumberedinthefollowingmanner: DomainsareindicatedwithRomannumerals. Withineachdomain,separateskillsarelistedwithanalphabeticindicator. Undereachskill,theoutcomesarethennumberedsequentially.

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I.SOCIALANDEMOTIONALDEVELOPMENTDOMAIN
Whileapreschooleducationshouldincludeactivitiesthatstrengthencognitiveskills,itmustprovideforthe developmentofthesocialandemotionalcompetenciesrequiredforschoolreadiness.Thevastmajorityof social/emotionaldevelopmentoccurswithlittleornoformalinstructionbutwithappropriateteacherguidance surroundingsocialandemotionalsituationssuchasseparatingfromfamilies,sharingspaceandmaterialswith peers,resolvingconflicts,anddevelopingempathyforothers.Thedevelopmentofthesepersonalandsocial skillsenableschildrentobuildasenseofwhotheyareandwhattheycando.Childrenestablishpositive relationshipswithteachersandpeerswhichenablethemtoparticipateeffectivelyintheclassroomcommunity, assertindependenceinappropriateways,andaccomplishtasksthataremeaningfultothemwithoutinfringing ontherightsofothers. I.SOCIALANDEMOTIONALDEVELOPMENTDOMAIN A.SelfConceptSkills Centraltounderstandingemotionaldevelopmentistheideaofselfconceptanincreasinglevelofconscious awarenessofonesfeelings,thoughts,abilities,likes,anddislikes,aswellasawarenessofonesbodyinspace. Preschoolchildrensemergingabilitytoperceivetheseaspectsofthemselvesataconsciousleveldistinguishes themfromtoddlers,wholacksuchawareness.ChildrenbegintogeneratemultipleanswerstothequestionWho amI?whichisanessentialaspectofbecomingcompetentinrelatedareassuchasselfcontroland social/friendshipskills. Byaround48 monthsofage Endof Prekindergarten YearOutcomes I.A.1. Childisawareof whereownbodyisin space,respects personalboundaries. ExamplesofChildBehaviors ExamplesofInstructional Strategies

Childisbuilding competencein controllingown bodymovements (suchasbalancing, sittingstill,starting andstoppingin responseto requests).

Childcanidentify ownphysical characteristicsand indicatesomelikes anddislikeswhen prompted.

Thechild: Theteacher: isabletostayindesignated arrangesclassroomfurniture personalspacewithout inamannerthatallows intrudinguponothers(stays childrentoengageinclass inownseatatlunchtable activities. withoutkickingfeetor conductsactivitiesinspaces leaningagainstneighboring thatareadequatefor children). childrensspaceneeds. canmovearoundthe usespositivecuestoremind classroomwithoutstepping childrenwhattodowith onmaterialsordisrupting theirbodiesatcertaintimes othersactivities. (handsinyourlap;quiet feet). Thechild: Theteacher: I.A.2. Childshows describesselfusingbasic acknowledgeschildrens awarenessofareasof characteristics(haircolor, efforts,providingsupport competenceand eyecolor,gender). whenneeded. describesself describesselfusingpersonal engageschildrenin positivelyinwhatheis preferences(favoritecolor; conversationsabout abletodo. favoritefood;Iliketo). themselves. describesselfusingspecific providesopportunitiesfor competencies(Icanbuckle childrentodrawself myshoes.Imgoodat portraitsanddescribe
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Byaround48 monthsofage

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

drawing.). describesselfintermsof beingamemberofdifferent communities(family; classroom;school). Childmay overestimateor underestimateown abilities. I.A.3. Childshows reasonableopinionof hisownabilitiesand limitations. Thechild: exercisesappropriate cautioninclearlydangerous situations. requestshelpfromadults whenappropriate. declineshelppolitelywhen notneeded(No,thanks,I candoitmyself.).

Childshows initiativeintrying newactivities,but maynotpersistin solvingproblems.

I.A.4. Childshowsinitiative inindependent situationsandpersists inattemptingtosolve problems.

Thechild: iseagertotryoutnew activitiesandmaterials. participatesinavarietyof individualactivitiesand tasks. selectscentersoractivities basedonpersonal preferences. plansandsustains independentplaysequences. triesseveralstrategiesto solveaproblembefore seekingadultassistance.

themselves. readsaloudanddiscusses booksaboutselfawareness. pointsoutobservationsof progressinchildrens growingcompetence. Theteacher: setsappropriatesafetylimits forchildrensagelevel. provideshelpkindlywhen requested. encourageschildrentodoas muchastheyareable independently. pointsoutandcompliments childrenwhentheyusegood judgment(Jasmine,Imglad toseeyoucarryingthose scissorssocarefully.Thank you,Derrick,forwipingup thatspilledwatersonoone willslipandfall.). modelsandencourages practiceofselfhelpskills childhasnotyetmastered. Theteacher: providesavarietyoflearning centersandactivitiesthat meettheneedsandinterests ofdifferentchildren. giveschildrenopportunities tomakeindependent decisionsaboutwhich learningcenterormaterials toworkwith. modelsappropriateuseof materialsforindependent workorplay. commentsonthe contributionsofchildrenin activities,tasks,andplay. teachesandencourages childrentosolveproblems andpersistatchallenging tasks.

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I.SOCIALANDEMOTIONALDEVELOPMENTDOMAIN B.SelfControlSkills Preschoolchildrenfeelsaferandfunctionmoresuccessfullyintheclassroomwhenrulesandroutinesare consistentlyfollowed.Awellorganizedclassroomwithwellpreparedactivitieshelpschildrenextendtheir attentionspanandbuildselfcontrolandpersonalresponsibility.Astheyencounterandovercomenewand varioussocialobstacleswhenplayingwithpeers,guidancefromteacherswillenablethemtolearnacceptable andunacceptablewaysofdealingwithsocialandemotionalstressand/orexcitement. 1.BehaviorControl Byaround48 monthsofage Endof Prekindergarten YearOutcomes Childfollowssimple I.B.1.a. rulesandroutines Childfollows whenassistedby classroomrulesand adults. routineswith occasionalreminders fromteacher. ExamplesofChildBehaviors ExamplesofInstructional Strategies

Childisableto manageasmall numberof materialswith support.

Theteacher: involveschildrenincreating classroomrulesand expectationssotheyfeel senseofownership. consistentlyreferstoand usestherulesandroutines tostructuretheday. establishessignals(finger plays;songs;chants,etc.)to helpchildrentransition fromoneactivityto another. usesadailyschedulechart tohelpchildrenfollowthe daysactivities. Thechild: I.B.1.b. Theteacher: Childtakescareofand appropriatelyhandles providesdemonstrations managesclassroom materialsduringactivities. andremindersof materials. appropriateuseof cleansupandputs materials. materialsawayin appropriateplaces(placesa establishessignals(clean puzzlebackintoitslabeled upsong)tohelpchildren spot). cleanup. putsawayhisbelongingsin providesadequatetime hispersonalspace. forcleaningupmaterials. labelsmaterialstomake themaccessiblefor children. providesaspaceforeach childtostorehispersonal belongings. introducesnewmaterials andshowschildrenhowto usethembeforeplacing thematerialsinalearning center.
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Thechild: participatesinthe developmentofclassroom rules. transitionsfromoneactivity toanother. commentsonthesequence ofthedaysevents(After centersitstimetogo outside.). goestothedailyschedule chartandpointsoutwhat comesnext.

Byaround48 monthsofage
Childneedsadult guidancetohelp manageher behavior.

Endof Prekindergarten YearOutcomes I.B.1.c. Childregulateshis ownbehaviorwith occasionalreminders orassistancefrom teacher.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies
Theteacher: establishesanduses signalstohelptransition fromoneactivityto another. respondstoachilds requestforassistanceina timelymanner. usescentersignstohelp structurethenumberof childreninacenter. readsaloudanddiscusses booksthatshow charactersregulating behavior. intervenespromptlywhen childsbehaviorbeginsto escalate.

Thechild: respondstosignalsfor transitioningfromone activitytoanother. communicates appropriatelytomake needsknown. waitsforherturn(waits patientlyatthewater fountainforaclassmateto finishdrinking;selects anotherlearningcenter whenthelearningcenterof herfirstchoiceisfull). refrainsfromimpulsive responding(waitsturnto becalledonduringgroup discussion;requests materialsratherthan grabbingthem). refrainsfromaggressive behaviortowardpeersor self.

2.EmotionalControl Byaround48 monthsofage

Childexpressesa rangeofemotions.

ExamplesofChildBehaviors Endof Prekindergarten YearOutcomes Thechild: I.B.2.a. Childbeginsto expressesemotionsthatare understanddifference congruentwithsituations andconnection (disappointmentwhenplans betweenfeelingsand arechanged;happinessand behaviors. prideatmasteringa challengingtask). useswordstoexpress feelingsaboutspecificevents (Itmakesmemadwhenyou takemytoy!Iloveto paint!). verbalizesunderstanding thatallfeelingsareokay eventhoughsomebehaviors maynotbeokay. usessignlanguage,apicture systemoran adaptive/assistivedeviceas appropriate.

ExamplesofInstructional Strategies
Theteacher: usesactivitiesthatinvolve childrenindiscussionsabout emotionsandhowtoreact tothem(books;roleplaying; puppets). engageschildrenin discussionsofdifference betweenfeelingsand behaviors(Itisgreattofeel excited,butyoumaynot jumpofffurniture.Itis okaytofeelangry,butyou maynothitpeoplebecauseit hurtsthem.). modelsandencourages childrentoexpressandact outdifferentfeelingsinthe dramaticplaycenterwhile roleplaying. modelsappropriate verbalizationofemotions
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Byaround48 monthsofage

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Childbecomes familiarwithbasic feelingwords (happy,sad,mad, scared)andbegins tobeableto identifyfaces reflectingbasic feelings.

Childneedsadult assistanceto modulatelevelof emotional intensity.

duringeverydayevents. acknowledgeschildrens emotions. Thechild: Theteacher: I.B.2.b. Childisawareofown isfamiliarwithavarietyof providesclassroom feelingsmostofthe feelingwords(happy;sad; materialsthatintroduce time. mad/angry;scared;proud; feelingwords(posters; worried;excited). books). canidentifyfeelingsof helpschildrenlabeltheir charactersinstorybooks. ownfeelings. canusuallylabelownfeelings modelslabelingofown whenprompted. feelings(Maria,Iamso proudofyouYouwrote yourwholenametoday!; PleasesitdownDiego,Iam worriedthatyoumight fall.Wecannotgooutside becauseitisraining.). readsbooksandsingssongs thatpertaintofeelings. promptschildrentoidentify charactersfeelingsin storybooks,andtoexplain whycharactersmightbe havingthosefeelings. Thechild: I.B.2.c. Theteacher: Childisableto usesappropriatestrategies establishesconsistent increaseordecrease todecreaselevelofdistress signalstopromptchildren intensityofemotions (requestshelpwhenfeeling tobecomequietandlisten moreconsistently, frustratedwithatask;seeks toinstructions. althoughadult comfortfromteacherwhen modelsandprompts guidanceissometimes feelingsad). childrentouseeffective necessary. respondspositivelytoadult strategiesforcalmingdown guidanceinusingcalming whentheyaretooexcited strategies(suggestionsto (introducingquietgameor separateselffrom activity;spendingtime frustratingsituation;takesa aloneinquietareaofthe deepbreath;etc.). room;breathingslowlyand deeply). enjoysparticipatingin createsadailyschedulethat activitiesthatstimulate positiveemotions balancesquietandactive (playgroundgames;musical times,andallowschildren andsingingactivitiesthat opportunitiestoexpend requirealternationof physicalenergyandbe loud/quiet,fast/slow). noisy. arrangestheclassroomto provideareasforquiet,calm activities. providessupportive assistancetochildrenduring situationsthatmaybe
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Byaround48 monthsofage

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies
emotionallychallenging, suchasseparatingfrom familymembersinthe morning. providesopportunitiesfor childrentopractice modulatinglevelsof emotionandintensity,such assongsandgamesthat alternatefast/slow, loud/soft.

3.ControlofAttention Byaround48 monthsofage Endof Prekindergarten YearOutcomes Childfocuses I.B.3.a. attentiononone Childsustains taskatatimebut attentionto maynotstaywithit personallychosenor tocompletion. routinetasksuntil theyarecompleted. ExamplesofChildBehaviors ExamplesofInstructional Strategies
Theteacher: arrangestheclassroomto facilitatechildrensaccess to,andselectionof,setsof materialswithwhichto completeatask(accessto paint,paper,smock,and paintbrushesinthe creativitycenter;accessto pencils,paper,letter stamps,andinkpadsinthe writingcenter). encourageschildrento continuewiththeirplanned activityuntilitiscompleted. refrainsfromdistractingor redirectingchildrens attentionfromtheirchosen activity/playunlessitis clearlynecessarytodoso. providesassistancetoa childwhoneedssupportto continuefocusingonatask oractivity(praisingeffort; offeringencouragement; offeringhelpifneeded; suggestingexpansionsto childsplayidea;offering additionalrelatedpropsor materials). providesopportunitiesto practicefollowingmultistep directions.
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Thechild: selectsanactivityorbook tolookatandcompletesit beforeselectingadifferent activity. makesandcarriesouta sequenceofdramaticplay planswithapeer. followsfamiliar/routine3 stepdirectionscorrectly (Gowashyourhands,get yourlunchkit,andfinda seatatthetable.).

Byaround48 monthsofage
Childsitsand listenstostories and/orparticipates inlargegroup activitiesforupto 1015minutesata time.

Endof Prekindergarten YearOutcomes I.B.3.b. Childremainsfocused onengaginggroup activitiesforabout20 minutesatatime.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Thechild: Theteacher: listensattentivelytostories scheduleslargeandsmall andinstructionsduring groupactivitieswith circletimes. durationsmatchedto childrensattentionspans. contributesverbal responsesthatare preparesaheadforgroup appropriatelyrelatedtothe activitiessothatchildren topicduringgroup arenotleftwaitingwith discussion. nothingtodo. attendstopeerresponses useslivelypacingofgroup duringsmallandlarge activitiesandencourages groupdiscussion. childrensactive participationtohelp childrensustainattention. encourageschildrento attendtoeachothers contributionsratherthan attendingonlywhenitis theirturn. minimizesdistractions (extraneousnoise;toysleft withinchildrensreach; adultsenteringandleaving theroomfrequently)during timeswhenchildrenare expectedtoattendtogroup activities.

C.SocialCompetenceSkills Aspreschoolchildrenenterschooltheystartformingrelationshipswiththeadultsandotherchildrenintheir environment.Teacherscanhelpchildrendevelopmeaningfulandrewardingrelationshipsbyofferingthem facilitativesupport.Duringthisdevelopmentalperiod,childrenoftenbegintodevelopspecialfriendshipswith particularpeerswhichincreasetheirfeelingsofcomfort,pleasure,andconfidenceintheirsocialworld.These experiencesalsohelpbuildasenseofempathyandcaringforothers.

Byaround48 monthsofage Childformswarm relationshipswith teachers. EndofPrekindergarten YearOutcomes I.C.1. Childusespositive relationshipsas modeledbyhisteacher forherownprosocial behaviors. ExamplesofChildBehaviors Thechild: greetsteacherinthemorning andsaysgoodbyewhen leaving. coordinateseyecontactwith communication(looksat teacherorpeerduring communicativeexchanges). engagesinconversationswith anadultaboutwhatheis doing(e.g.,discusseswhathe ispaintingattheeasel). takesmultipleturnsduringa ExamplesofInstructional Strategies Theteacher: displaysawarm,welcoming attitudetowardallchildren. greetschildrenbynameat arrivaltimesandsays goodbyeatdeparturetimes. recognizesthatincertain cultures,childrensaverting eyecontactfromadultsmay beconsideredasignof respectforauthority. establishesconsistent classroomroutinesandrules.
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Byaround48 monthsofage

EndofPrekindergarten ExamplesofChildBehaviors YearOutcomes conversation. viewsteacherasahelpful resourceforinformationas wellassocialsupport (approachesteachertoask questionsorsolicithelpwhen needed). enjoyssharingstoriesand experiencesfromoutsideof theschoolwiththeteacher. respectsteachersauthority (acceptslimitsandrulessetby teacher).

Childfeels comfortableand confidentwithin classroom environment.

I.C.2. Childassumesvarious rolesand responsibilitiesaspart ofaclassroom community.

Childshowsinterest injointplaybutmay belessskilledat initiatingandjoining unstructuredpeer play.

I.C.3. Childshows competencein initiatingsocial interactions.

ExamplesofInstructional Strategies engagesinconversationswith eachchildthroughoutthe day. asksquestionstoscaffold conversationswithchildren. allowsamplewaittimefor childrentorespondortoask questions. getsdowntochildslevel (seatedonfloororchair) duringconversationasoften aspossible. remembersandrespondsto informationspecificto individualchildren(Laurens momisabouttohaveababy; Jakesgrandfatherdiedlast week.Shanaisadjustingto beinginanewhome.). Thechild: Theteacher: caresforclassroommaterials teacheschildrenhowto appropriately. properlycareforclassroom materialsandtocleanup recognizesthatclassroom afterthemselves. materialsbelongtoeveryone. readilyacceptsandcarriesout makeschildrenpartof decisionmakingprocesses classroomhelperjobs. (namingtheclassroompet). respectsothersworkspaces providesmeaningful andtimewithshared classroomhelperjobsthat materials. alloweachchildtoparticipate takesturnswithmaterialsand intheclassroomcommunity. inactivities. providestime,space,and participatesinindividual, materialsthatallowchildren small,andlargegroup toworktogetherinsmalland activities(singsalongwiththe largegroups. groupduringcircletime;plays providesinteractivesongsand cooperativelyintheblock activitiestoengagechildren centerwithclassmatestobuild duringcircletime. atower). displayschildrenswork, takesresponsibilityfor names,playproducts,and cleaningupownspillsand picturesintheclassroom. messes. enjoysseeingownworkandself representationsdisplayedinthe classroom(artworkonthewall; nameandpictureonchartsand cubbies). Thechild: Theteacher: participatesspontaneouslyin encourageschildrentoshow avarietyofgroupactivities, initiativeratherthanpassivity tasks,andplay. (invitingchildrentoshare theiropinionsand activelyseeksoutplay preferences;sayingJesse, partnersandappropriately whydontyouaskMarkifhe invitesthemtoplay(startsa wantsarideinyour gamewithclassmatesonthe wagon?). playground).
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Byaround48 monthsofage

EndofPrekindergarten ExamplesofChildBehaviors YearOutcomes

Childenjoysparallel andassociativeplay withpeers.

I.C.4. Childincreasingly interactsand communicateswith peerstoinitiate pretendplayscenarios thatshareacommon planandgoal.

Thechild: sharesspaceandmaterials withotherchildren comfortably. followstheleadofothers (entersacenterandadapts totheongoingplayof others). generatesjointplaygoalsand carriesthemoutwithatleast oneotherchildatatime. demonstratesabilityto negotiate&compromise withpeerstoachievea cooperativegoal. Thechild: attemptstoworkout problemswithapeer independentlybeforeseeking adulthelp. asksanadultorpeerforhelp whenneeded(Willyoupush meontheswing?). askstheteacherforhelpin resolvingaconflictwitha classmateafterattemptingto solvetheproblemherself (Marywontgivemeaturn ontheswing!). followsconflictresolution stepswithteachersguidance tosolveadisputewitha classmate. Thechild: showsemotionsrelatedto anothersexperience (expressessadnessfora characterinabook;shows excitementwhenaclassmate crossesthefinishlineina race). demonstratesadesiretobe helpful(volunteerstohelpa classmatecleanupaspill). demonstratesconcernfora

Childseeksadult helpwhen experiencing conflictswith anotherchild.

I.C.5. Childinitiatesproblem solvingstrategiesand seeksadulthelpwhen necessary.

ExamplesofInstructional Strategies providestime,space,and materialsthatencourage childrentoworkandplay togetherinsmallandlarge groups. readsaloudanddiscusses bookswherethecharacters dealwithavarietyofsocial situations. Theteacher: modelspositiveinteractions byengaginginplaywiththe children. arrangesclassroomto providespacefor cooperativeaswellas individualplayactivities. assistschildrenin communicatingeffectively witheachotherandresolving conflictsappropriately. encouragesquieter/shy childrentoconnectwith others,providingassistance todosowhenneeded. Theteacher: encourageschildrento communicatedirectlywith eachotherinrespectful ways. modelsappropriatewaysto askforassistance. involveschildrenin discussionsandactivities abouthowtogetownneeds metwhilerespectingthe needsofothers(books;role playing;puppets). helpschildrenlearnstepsto takeinconflictresolution.

Childrespondswith concernwhena childoradultis distressed.

I.C.6. Childdemonstrates empathyandcaringfor others.

Theteacher: modelsconcernforothers. acknowledgeswhenchildren helpeachother. usesactivitiesthatintroduce childrentotheconceptof perspectivetaking(theidea thatothersmayseeorfeel thingsdifferentlythanthey do). usesactivitiesthatinvolve childrenindiscussionsabout
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Byaround48 monthsofage

EndofPrekindergarten ExamplesofChildBehaviors YearOutcomes classmate(comfortsa classmatewhoiscrying; slowsdowntowalkwitha classmatewithaphysical disability). interactswithavarietyof peersregardlessofrace, gender,orability.

Childinteractseasily withavarietyof playmates,may havepreferred friends.

I.C.7. Childbeginstohave meaningfulfriends.

Thechild: talkswiththefriendtoplan theirplay(planningtoplay houseinthepretendand learncenter). seekshelpforthefriend (goingtotheteacherforhelp whenafriendfallsdown). talksaboutthefriend. choosestoworkwiththe friend. copiesthefriendsideasor behaviorsattimes. expressespleasureat spendingtimewiththe friend. followsfriendspreferences ornoticesconcernsattimes. expressesinterestinplaying withthefriendoutsideof school.

ExamplesofInstructional Strategies thefeelingsofothers(books; roleplaying;puppets). providesactiveopportunities forchildrentobehelpfuland caring(makinggetwellcards forasickclassmate;making giftsforfamilyandfriendsat holidaytimes;takingcareof aclassroompet;pairinga childwithadisabilitywitha peerwhocanhelp). Theteacher: providestime,space,and materialsthatallowchildren toworkandplaytogetherin smallandlargegroups. leadsactivitiesthatinvolve childrenindiscussionsabout friendship(books;role playing;puppets). acknowledgesclassmates whoareworkingtogetheror helpingeachotherasdoing whatfriendsdo. respectschildsdesirefor proximityorpairingwitha specialfriendwhen appropriate(wantingtosit togetheratlunchtime; partneringforagame).

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I.SOCIALANDEMOTIONALDEVELOPMENTDOMAIN D.SocialAwarenessSkills Preschoolchildrenstillneedadultsupportandguidanceinlearninghowtooperatesociallywithothers.In additiontofacilitatingpeergroupandadultchildinteraction,teacherscanhelptoreinforceunderstandingof socialsituationswithrich,sociallyrelevanteducationalmaterialandthoughtprovokingquestions.

Byaround48 monthsofage

Endof ExamplesofChildBehaviors PrekindergartenYear Outcomes Thechild: Childnotices(with I.D.1. limited Childdemonstratesan describesothersusing understanding) understandingthat specificcharacteristics howpeoplearethe othershavespecific (Mrs.Smithwears sameanddifferent. characteristics. glasses.Calvinisthe tallestchildintheclass.).

ExamplesofInstructional Strategies Theteacher: usesgraphicorganizersto compareandcontrast childrenscharacteristics. modelsusingdescriptive wordstodescribeothers. scaffoldschildrens drawingsofeachotheror dictateddescriptionsto includemore characteristics. Theteacher: modelsacceptanceof someonesdifferent perspective. readsaloudanddiscusses booksthatshowcharacters withdifferingperspectives. haschildrenidentifythe feelingsofdifferentstory charactersduringread alouds. providesactivitiesthat promoterespectfor diversity(culture;ethnicity; specialneeds;and language). introducesactivitiesthat givechildrenconcrete experienceswiththe conceptofdifferent perspectives(takingturns lookingaroundthrough differentcoloredlensesor throughbinoculars;having childrenpairupandsit backtobackwiththeir partneranddescribewhat theycanseefromtheir position,thentradeplaces).
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Thechild: Childisinterested I.D.2. inotherpeopleand Childdemonstratesan usesvisualcuesfromother theirfeelings. understandingthat childrentoidentifyhowhe othershave isfeeling. perspectivesand useswordstoexpressown feelingsthatare andotherspreferences(I differentfromher liketopaintwithred,and own. Marylikestopaintwith blue.). useswordstoexpressown andothersfeelings (Michaelthinksthats funny,butIdont!). asksquestionsthatindicate understandingthatpeers mayhaveadifferent perspectivethan themselves(Doyoulike raisins?Wereyouscared ofthatmovie?).

Byaround48 monthsofage

Endof PrekindergartenYear Outcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies usesagraphtocompare andcontrastchildrens preferences(favoritefood, color,book).

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II.LANGUAGEANDCOMMUNICATIONDOMAIN
Duringtheprekindergartenyears,childrensexperienceswithlanguagebegintoformthebasisfortheirlater schoolsuccess.Explainingwordsandsounds,talkingtochildrenaboutobjectsandtheirnames(labeling),and usingexpandedvocabularyareallwaysinwhichteacherscanhelptobuildchildrensorallanguageskills.Given adequateopportunitiestointeractwithresponsiveadultsinlanguagerichclassrooms,youngchildrens languageskillsusuallyexpandrapidlyduringtheseyears.ForchildrenwhosefirstlanguageisotherthanEnglish, thenativelanguageservesasthefoundationforcommunicationamongfamilyandcommunitymembers,and buildingconceptsandunderstandingoftheworldaroundthem.ThisproficiencyalsoassistsinEnglishlanguage acquisition.ManychildrenwhoareEnglishlanguagelearners(ELL)enterourschoolswitharemarkable knowledgeoftheirnativelanguage,alinguisticknowingthattheyutilizeinstinctivelyintheirdaily communications.Theprocessoftransfer(withliteracybasedESLandorallanguagebeginningin prekindergarten,requiresthatwetakewhatstudentsalreadyknowandunderstandaboutliteracyintheirhome languageandensurethatthisknowledgeisusedtohelpthemgainliteracyskillsinasecondlanguage.The languageskillsincludelisteningandspeaking,expandingbothchildrensunderstandingofwhattheyhear,as wellastheirabilitytocommunicatetheirownideasandexperiences.Theselanguageskillsinturnhavea tremendousimpactuponreadingandwritingaschildrenprogressthroughschool.Languageisoptimally supportedbyprovidingalargeamountoftimethroughoutthedayfororallanguagecommunicationincluding timeforauthentic,purposefulchildinitiatedorallanguageopportunities.Prekindergarteneducatorsshould provideopportunitiestopromotelanguagelearninginchildrenwhospeakalanguageotherthanEnglish. ChildrenwhoareEnglishlanguagelearnersmayhavedifficultieswiththepragmatics(theappropriateuseof languagetocommunicateeffectivelyinmanydifferentsituationsandformanydifferentpurposes)ofEnglish. Theseincluderulesofpoliteness,conversationalskills,andextendeddiscourse(tellingstoryandgivingan explanation).PragmaticskillsareimportantforchildrenwhoareEnglishlanguagelearnerstounderstandwhat teacherssayintheclassroom.Scaffoldingiseffectiveforbuildingyoungchildrenslanguageandliteracy;thisis alsotruefortheEnglishLanguageLearner.Exceptwherespecified,thefollowingguidelinesoutlinelanguage accomplishmentsfor4yearoldchildrenintheirnativelanguage.Thestatedoutcomesshouldbeusedasa guideforchildrenwhohavelimitedEnglishproficiencyandareappropriateforallchildrenwhoareEnglish languagelearners,providingguidanceforteachersinstruction.Additionalspecificguidelinesforthesupportof languagedevelopmentofprekindergartenchildrenwhosehomelanguageisnotEnglishinEnglishonlysettings appearbelowandareindicatedbythisicon. (LEERMAS,2001)

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II.LANGUAGEANDCOMMUNICATIONDOMAIN A.ListeningComprehensionSkills Frombirth,childrenbeginlearningbylisteningtotheworldaroundthem.Astheirexposureincreases,sodoes theirunderstanding.Prekindergartenagechildrenareabletocomprehendwithincreasingaccuracywhatthey hearinconversationsandinstoriesreadaloud.Childrendemonstrateunderstandingthroughtheirquestions, comments,andactions.Accordingtostatelaw,prekindergartenchildrenwhoareEnglishlanguagelearnerscan beinaclassroomenvironmentthatiseitherEnglishasaSecondLanguageinstructionorBilingual.Childrenwho areEnglishlanguagelearnersarriveatschoolwithlisteningcomprehensionskillsintheirhomelanguage.These skillscanbeusedtosupportthechildsdevelopmentinEnglish.ChildrenwhoareEnglishlanguagelearnerslisten purposefullytobothEnglishspeakingandSpanishspeakingteachersandpeerstogatherinformationabout boththeirhomelanguageandtheirnewlanguage(English).(LEERMAS,2001)

Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes Childrespondsto II.A.1. situationsinways Childshows thatdemonstrate understanding heunderstands byresponding whathasbeensaid. appropriately.

ExamplesofChild Behaviors Thechild: hasamultipleturn conversationwith anotherperson, listeninginorderto extendorconnecttoan ideaexpressedbythe otherperson. respondstostoriesby askingandanswering questions. makescomments relatedtothetopic beingdiscussed. respondsbefore, during,andafterstories readtothewholeclass, aswellasresponding whenreadtoinasmall group. followsachangeinthe morningactivity scheduleasdescribed bytheteacher. followsverbal directions. listenstoaudiotaped storiesandshows understandingthrough bodylanguage,pointing totheappropriate pictures,orretelling whatsheheard.

ExamplesofInstructionalStrategies

Theteacher: engageschildrendailyin conversationsrelatedtothemesor contentwherechildrentake multipleturnslisteningand responding,eitherorallyor physically. providesfeedbackwhen conversingwithachildtomodel listeningandencourages additionalcommentsfromthat child. askschildrentorecallandadd detailstoexpandtheirresponses whileengagedingroupactivities, suchasreadaloudtime,showand tell,authorschair. askschildrenwho,what,where, andwhyquestionstoengage childreninthereadaloud experience. providesmulticultural,culturally relevantbooksforchildren.

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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes Childfollowssimple II.A.2. singlestep Childshows requests. understanding byfollowingtwo steporal directionsand usuallyfollows threestep directions.

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

Thechild: followsdirectionsgiven bytheteacherto Pleaseputyourthings away,andthensit downonthecarpet. respondsto instructionsgivento thewholeclass(Please getyourjackets,put themon,andgetin line.). repeatsaninstruction toafriend. followsdirectionsona tapeorCDtoperform variousmovements,or gestures. participatesingames suchasFollowthe Leader. Thechild: Childdemonstrates II.A.3. basic Childshows followsasetofroutines understandingof understandingof foractivitiesandcan followingclassroom thenew makesenseofwhatis routines. languagebeing happening. spokenby respondstoconsistent Englishspeaking andsimplifiedlanguage teachersand wheninstructedin peers(ELL). literacyactivitiesand assignments. turnstoapartnerand repeatsinstructions Think,TurnandTalk. respondstoquestions byusingthefollowing torepresentanswers: popsiclesticks(with green/redends);white socksvs.coloredsocks; yesnocards;thumbs upthumbsdown; beanbag;beachball.

Theteacher: instructschildrenindailyroutines, suchassettingthetable,goingto centers,goingoutsideandtothe restroom,bygivingtwoand threestepdirections. providestwoandthreestep directionsforchildrentocomplete specifictasksduringtransitions suchascleaningupandgettingin line. playsorsingssongsrequiring childrentoactoutmultiple behaviorsandmultistepdirections (Hokey,Pokey;IfYoureHappy andYouKnowIt).

Theteacher: providesscaffoldsinhowtouse strategies,skills,andconcepts. adjustsownuseofEnglishtomake conceptscomprehensible. acceptsresponsesinchildsnative language. selectsandincorporateschildren's responses,ideas,examples,and experiencesintolesson. alwaysgiveschildrenthinktime beforeaskingforaresponse. ensuresqualityofindependent practice. asksquestionstoensure comprehension. providesextrainstruction, practice,andreview. maintainscloseproximityto children. usesthechildshomelanguageas basetosupportthedevelopment ofEnglishorallanguage(in BilingualandESLprograms). allowschildrentorespondintheir homelanguage(inBilingual/ESL instructionalsettings).

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 II.LANGUAGEANDCOMMUNICATIONDOMAIN B.Speaking(Conversation)Skills Prekindergartenchildrengaintheabilitytouselanguageinavarietyofsettingsandforavarietyofreasons. Theybecomeincreasinglyabletodescribewantsandneeds,carryonaconversationwithothers,andshare informationwithbothpeersandadults.Theskilltoengageothersinconversationsinvolvesaskingquestions, listening,andresponding,aswellasusingverbalandnonverbalexpressions.ChildrenwhoareEnglishlanguage learnersmayrequiremoretimetorespondandgreaterwaittime,becausetheyarelearningandprocessingtwo languagesatonce.Thisisanormalpartofsecondlanguageacquisition.ChildrenlearningEnglishshouldbe encouragedandexpectedtodemonstratetheirspeaking/communicationskillsintheirhomelanguageaswellas inEnglish.
Byaround48 MonthsofAge Childsometimes useslanguagefor differentpurposes. Endof Prekindergarten YearOutcomes II.B.1. Childisableto uselanguagefor different purposes. ExamplesofChild Behaviors Thechild: requestshelpfroma teachertogetaball thatwentoverthe playgroundfence. tellsafriendthatsheis angryaboutbeing pushed. usespleaseand thankyou appropriately. participatesina discussionabout magnets,making predictionsaboutwhat thingsthemagnetwill attract. tellstheclassabouta familytriptothezoo. Thechild: entersanexistingplay situation,joininginto theconversationsin progress(outside, dramaticplay,or constructioncenter, etc.). respondstobothopen endedquestionsand questionswithspecific answers(Whatdoyou thinkabout?What isyourfavoritekindof pizza?). initiatesorterminates ExamplesofInstructionalStrategies

Theteacher: modelsappropriatelanguageusage. engageschildrenverballyincenter activities,roleplaying,andmodeling desiredlanguageskills. providesexperiencesthatrequire childrentotalk,playandwork cooperatively. engageschildreninactiveproblem solvingsituations(Whatdoyouthink willhappenif?Howwouldit changewhathappenswhen?).

Childsometimes usesaccepted languageandstyle during communication withfamiliaradults andchildren.

II.B.2. Childengagesin conversationsin appropriate ways.

Theteacher: createsaplayenvironmentthat encourageschildrentoengagein conversationsduringplay. providesinterestingandchanging materialsandsettingsforchildrento talkabout. engagesinconversationalexchanges witheachchildeveryday. noticesthechildrenwhodonot engageintalkaseasilyandlooksfor waystoinitiateconversationorto haveanotherchildinitiatea conversationwiththosechildren.

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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors conversations appropriately. engagesinappropriate greetinganddeparting conversations. Thechild: answersquestionsfrom adultswithinthe school,otherthanthe classroomteacher,such asanurse. askstheteacherfor helpinproblemsolving orwithtaskssuchas tyingashoe. introducesherselftoa newchildintheclass. Thechild: participatesina conversationwitha peeroradult,taking turnstalkingandnot interrupting. waitsuntilateacher finishesaconversation withanadultbefore talking. usestheappropriate toneofvoiceforthe situation(araisedvoice toshowexcitement whentalkingabouta newpetoroutside;a quietvoicewhen inside). Thechild: looksataclassmateas hediscusseswhatheis goingtobuildinthe constructioncenter. showsexcitementby displayingwideopen eyesandasmilewhen talkingaboutafamily experience. sitsorstandsan appropriatedistance fromafriendasthey talk. talkstothepeoplein hervicinity,athertable

ExamplesofInstructionalStrategies

Childisableto communicatebasic informationin familiarsocial settings.

II.B.3. Childprovides appropriate informationfor various situations.

Theteacher: modelsclassroomexpectationsfor greetingandrespondingtonew people. teacheschildrentoaskforhelpwhen necessary. helpschildrenlearntheirpersonal informationandappropriatepeople tosharethatinformationwithina safemanner.

Childsometimes usesaccepted languageandstyle during communication withfamiliaradults andchildren.

II.B.4. Child demonstrates knowledgeof verbal conversational rules.

Theteacher: modelsconversationaletiquette duringwholegrouptime,suchas sharingajournalentryorduringshow andtell(Jamesissharingnow.Your turnisnext.). modelsandexplainswhenandhow tousethephrase,Excuseme,when achildneedstointerruptanongoing conversation. providesassistancetochildrenin learningtowaittheirturntotalk, throughtheestablishmentof classroomrulesandexpectations.

Childsometimes usesappropriate nonverbal standardsin conversationswith others.

II.B.5. Child demonstrates knowledgeof nonverbal conversational rules.

Theteacher: readspartsofabookusingdifferent facialexpressionsanddiscusseshow thisaffectsthestory. modelsandexplainsdifferent nonverbalconversationalrules (Whenyoulookatme,itshowsme thatyouarelistening.). roleplaysconversationsusing appropriatenonverbalbehaviors (WatchmyfacewhileIamtalkingto Maria.SeehowIwatchherwhileshe istalking,smilingifshetellsme somethinggood,lookingsadifshe tellsmesomethingthatissad.) Then,haveaconversationwiththe
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors orbesideheronthe carpet.

ExamplesofInstructionalStrategies

child.

Childsometimes usesappropriate volumeand intonationfor differentsituations.

II.B.6. Childmatches languageto socialcontexts.

Thechild: movesclosetoa teacherandspeaks quietlyasclassmates settledownforanap. usesthetitle,Mrs.Or Mr.beforea teachersnameand referstoclassmatesby firstnames. followstheclassroom ruleregardingquiet voices.

Theteacher: modelsappropriatelanguageand toneindifferentsocialsituations (usingdifferentquietandloud voices). providesvaryingsocialsituationsfor childrentopracticelanguageusage (teaparties;assemblies;fieldtrips). remindschildrenofappropriate languageandtoneduringdifferent timesoftheday(incenters;meal time;inthehall;etc.).

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II.LANGUAGEANDCOMMUNICATIONDOMAIN C.SpeechProductionSkills Youngchildrenmustlearntovocalize,pronounce,anddiscriminateamongthesoundsofthealphabetandwords oflanguage.Althoughmostchildreninprekindergartencanaccuratelyperceivethedifferencebetweensimilar soundingwords,theycontinuetoacquirenewsoundsandmaymispronouncewordsintheirownspeech.The abilitytoproducecertainspeechsoundssuchas/s/and/r/improveswithage.Justasinfantsandtoddlers developcontroloverthesoundsoftheirfirstlanguage,youngchildreninELLsettingsgraduallylearnto pronouncethesoundsoftheEnglishlanguage.(LEERMAS,2001)

Byaround48 MonthsofAge Childsspeechis understoodby familiaradultsand children. Endof Prekindergarten YearOutcomes II.C.1. Childsspeechis understoodby boththeteacher andotheradults intheschool. ExamplesofChild Behaviors Thechild: speaksclearlyenough sothattheotheradults intheschooloravisitor canunderstandwhat heissaying. accuratelygivesa messagefromhometo theteacher. communicatesinaway thatothersunderstand whatisbeingsaid withoutconstantly havingtoask,What didyousay? Thechild: followsdirections withoutconfusionover thewordsheard. pointstothe appropriatepicture whenprompted(when shownapictureofa goatandacoat,points tothepicturethat matchestheword spoken). ExamplesofInstructionalStrategies

Theteacher: speaksatacomfortablepace(nottoo fastnortooslowly)andaneasily heardvolumeinsideandoutdoors. expectschildrentouselanguage whenmakingrequestsratherthan onlypointingorgesturing. playsgameslikeTelephonethat requiresclearspeech. modelscorrectexampleswhenachild overgeneralizesrules(Childsays, Myfootsarecold.Teacher responds,Yourfeetarecold.Why areyourfeetcold?).

Childmayconfuse wordsthatsound similar.

II.C.2. Childperceives differences betweensimilar soundingwords.

Theteacher: modelspointingtoappropriate picturesastheobjectsinthepictures aresaid. modelssayingwordsdistinctly enoughtohearthedifferences betweensimilarsoundingwords. providespictureswithsimilar soundingnamesforthechildrento interactwith.

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Byaround48 MonthsofAge Childjoinsinsongs andfingerplays.

Endof Prekindergarten YearOutcomes II.C.3. Child investigatesand demonstrates growing understandingof thesoundsand intonationofthe Englishlanguage (ELL).

ExamplesofChild Behaviors Thechild: participatesinplanned orallanguageactivities. playswithfamiliar songsusingsounds substitution(thesong "Twinkle,Twinkle,Little Star"canbesubstituted using"la,la,la,la" throughout). insertssoundplayinto thelyricsofafamiliar song(highlightsa particularsound, example/k/;works withtherhymesinthe "CatandtheFiddle" and"HickoryDickory Dock".) usesphonograms(cat, hat,sat,mat,fat,pat) whenplayingwith rhymes.

ExamplesofInstructionalStrategies

Theteacher: understandstheimportanceof languagedevelopmentandthesound structureoflanguageacquisition. selectswordsthatincludesounds commontobothlanguagesand separatessimilarsounds. askschildrentorepeatwordsbefore attemptingatask. hasawarenessofdifferencesin pronunciation. acceptsoralapproximations. includesrhymesthatfocusonpairing movementandactionwithrhythmic passages. useschoralresponses. usesphonograms(cat,hat,sat,mat, fat,pat).

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II.LANGUAGEANDCOMMUNICATIONDOMAIN D.VocabularySkills Childrensvocabularyacquisitionislargelydependentuponinteractionswithadults.Thesemaybeoccurringin oneormorelanguagesthroughtalkingaboutexperiences,readingfamiliarstories,singingfamiliarsongs,and playingwordgames.Prekindergartenchildrenexperiencerapidgrowthintheirunderstandingofwordsand wordmeanings.Vocabularyknowledgereflectschildrenspreviousexperiencesandgrowingknowledgeofthe worldaroundthemandisoneofthemostimportantpredictorsoflaterreadingachievement.Aschildrenlearn throughexperiences,includingplay,theydevelopconcepts,acquirenewwords,andincreasinglyrefinetheir understandingofwordstheyalreadyknow.EnglishlanguagelearnersmayneedextensiveEnglishvocabulary instruction.ChildrenwhoareEnglishlanguagelearnersarriveatprekindergartenwithavocabularyknowledge baseintheirhomelanguage.Thisknowledgebaseshouldbeusedtodevelopvocabularyinthechildssecond language.WhenintroducingvocabularytochildrenwhoareEnglishlanguagelearners,teachersshouldusea varietyofapproachestoteachimportantnewwordsandusereallifeobjectsorpictureswhenappropriate.
Byaround48 MonthsofAge Childunderstands andusesaccepted wordsforobjects, actions,and attributes. Endof Prekindergarten YearOutcomes II.D.1. Childusesa widevarietyof wordstolabel anddescribe people,places, things,and actions. ExamplesofChild Behaviors Thechild: explainshisfavorite partofafictionor nonfictionbookthat wasread. relatesexperiences fromafieldtrip,using specificwordsto describewhatshesaw anddid,suchasnaming thetoolsthefirefighter usesandhowthesiren sounded. useswordsto communicatehowheis feeling. useslanguageto expresscommon routines. usesthenewwords introducedbythe teacherwhileengaging inthemeorcontent relatedactivitiesand play. usesthenewwords whileengaginginchild initiatedplay. usesthenewwords duringroleplayinthe ExamplesofInstructionalStrategies

Theteacher: providesandreadstochildrena varietyofconceptrelatedbooks (farm/zooanimals,vegetables/fruits, thebody,transportation). provideswaysforchildrentointeract withandusenewvocabularywords inmeaningfulcontextsusingreal objectsorpictures(suchasmakinga grocerystoreforchildrentointeract withnewvocabulary). modelsawidevarietyofrich,rare vocabularywordsincludingvaried nouns,adjectives,andverbs(These flowersarecalledazaleas.Theiredges arefrilly,likelace,butverysoft.). definesnewwordsforchildrenwhen readingaloudbyconnectingwhat childrenalreadyknowtothenew wordandencouragesdiscussionof wordmeanings(Thisisashovel.Itis likeagreatbigspoonthatscoopsup thedirt.). describesandexplainsconcepts duringoutdoorplay,andmealtimes (Astheweatherbeginstogetcold, theleavesarestartingtoturncolors. Soon,theywillfalloffthetrees.). createscategorylistsofwords (peoplewhoworkinourschool;
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

Childrespondsto instructional languageofthe classroom.

dramaticplaycenter whileassumingtherole ofacashier(scripts). tellsaclassroomvisitor abouthisexperiences withthematerialsin thesciencecenter, usingappropriate terminology. followsdirectionsthat usedescriptivewords (Hopslowly;Run fast;Drawasmall square). II.D.2. Thechild: Child followsdirections demonstrates duringtransitional understandingof times(Pleaselineup termsusedin behindMaria.Put theinstructional yourcoatonthehook languageofthe nexttoRhondas.). classroom. followsdirectionsin songstoputyourhand overyourhead,then putyourhandbehind yourback. understandsdirections givenatcentertime (Puttheitemsthatare thesametogether.). pointstoappropriate picturesorobjects whenprompted.

animalsinthebookweread)tohelp childrenmakemeaningful connectionsbetweenwordsand concepts.

Theteacher: providesdirectionstochildrenusing veryspecificlanguageforlocations, sizes,shapes,andrelationships(Look forthelong,brownblockinsidethe cabinet.). playsISpyandscavengerhunt gamesusingspecificlocation,action, anddescriptorwords(Findtwo crayonsthesamecolorandonethat isdifferent.). createsadaptationsofsongs,poems, andnurseryrhymestoincorporate usinganddemonstratingpositional words(LittleMissMuffetsatonher tuffet.Wherewouldshesitifshesat infrontofhertuffet?Haveachild demonstrateandallthechildren describewherethechildissitting.). identifiestheattributesthatmake objectsthesameordifferent(These crayonsarethesamecolorbut differentlengths.)Demonstrates differenceinlengthsbyplacing crayonssidebysidewithoneendthe same,sochildrencanobservethe difference. includeslanguageaboutpositionand descriptivecharacteristicsofthings andactionswheninteractingwith childrenorcommentingontheirplay, duringbothinsideandoutsideplay (Lookatthebirdsittingonthe fence.). providesactivitiesthatengage childreninusingpositionaland
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

Childshows understandingof manywordsanda steadyincreasein vocabulary.

Childuses increasinglylarger vocabulary.

descriptivecharacteristicsduring independentplay(centerswhere childrendescribeactionsastheyput avarietyofanimalsinfrontof, behind,besideatree;sortshapes intogroupsofsameanddifferent, suchastrianglesandnottriangles). Thechild: II.D.3. Theteacher: Child usesanewwordwhen usesandexplainsnewwordsdaily demonstrates describingapictureina whenspeakingwithchildren. understandingin book(Thatboatis discussesnewwordmeaningsbefore, avarietyofways floatingonthewater.). during,andafterbookreading, orknowingthe demonstrates makingconnectionstowhatchildren meaningof understandingofnew alreadyknow. 3,000to4,000 wordsbyusingthenew createsopportunitiesforchildrento words*,many wordappropriately experiencethenewwordsinmultiple morethanheor (Therocksank,butthe waysacrossmultipleexperiences. sheuses. boatfloats.). (Thenewwordfloatisreadinabook, demonstrates usedinascienceexperiment,placed understandingofnew inacenterforchildrentointeract conceptbyusing with,andusedtodescribethecereal simplerwordsto inthemilkduringbreakfast.). explainconcept(The listensforchildusageofnewwords rocksanktothe thatareintroduced. bottom,buttheboat identifies,labels,anddiscussesthe stayedontopofthe meaningandfunctionofthepictures water.). andobjectsplacedaroundtheroom whenchangesaremadeinthe addsaconnectedidea environmentintheclassroomto toanotherchilds supportanewtheme. comment(ChildOne: Myrockwenttothe bottom.ChildTwo: Yourrocksank!). usesnewwordswhen engagedinchild initiatedplay. Thechild: II.D.4. Theteacher: Childusesa useswordsto askschildrentotellhowtheyare largespeaking communicateher feelingorwhattheyneed/want. vocabulary, feelings,needs,and providesnumerousdaily addingseveral wants. opportunitiesforchildrentotalkto newwordsdaily. addsarelevantideato otherchildrenandadultsinthe apreviouscommentby classroom. anotherperson. providesfeedbacktoencourage, asksquestionsandadds clarify,andevaluatechildrens informationrelatedto responses. thecurrenttopicof encourageschildrensverbalinput conversationorbook. duringbookreading,includinghaving usesdescriptivewords themrespondtoquestionsorrelate thebooktotheirownexperiences. (Mybabysisterlaughs loudly.Thatsafunny providesnewexperiencesand
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors story.). usesnewwordsin retelling/actingouta storyreadbythe teacher. tellsasimplepersonal narrative,focusingon favoriteormost memorableparts. Thechild: answersquestionsat circletimeabout constructionusinga newwordlearnedfrom thepretendandlearn hardwarestore. labelsanddescribes differentkindsof insects. identifieswhichobjects areinaspecific categoryandwhichare not.

ExamplesofInstructionalStrategies

contentforthechildrentodiscuss andinteract.

Childusescategory labelscommonly encounteredin everydaylife.

II.D.5. Childuses categorylabels tounderstand howthe words/objects relatetoeach other.

Childparticipates throughactionsto begintodevelop commonobject namesandphrases.

II.D.6. Child increases listening vocabularyand beginsto develop vocabularyof objectnames andcommon phrasesin English.(ELL)

Theteacher: connectsnewwordsintogroupsor categoriessothatchildrenbeginto understandhowthewords/objects relatetoeachother. labelsbyprovidingthecategoryname ofthedifferentideasorobjectsthat appearinstorybooksandother writtentext(Theseareflowers, thosearetrees.). modelsuseofandteachescategory grouplabelssuchasvehicles, clothing,andfurniture. providesopportunitiesforchildrento manipulateitemsintodifferent categories,andhaschildrenshare theircollectionsbyverballylabeling eachitemandthecategoryname. observeschildrensortingandlabeling materialsduringchildinitiatedplay. Thechild: Theteacher: participatesasa findsoutifnewwordslearnedin speakerandlistenerin Englishareonlynewlabelsfor groupactivities conceptsalreadyknownorifthe includingchildinitiated conceptitselfmustbetaught. imaginativeplay(plays illustratesmeaningswithpicturesor theroleofthestore diagrams. clerkorawaiterina usesartifactsandhandson restaurant). manipulatives. followsdirectionswhen usesanchorcharts,graphic introducedtoa organizers,andsemanticmapping. situation. roleplaysorpantomimes. respondsappropriately makesdrawingsonthedryerase tosimpleinstructions board. givenbytheteacher makesuseofhowthingsaresaid (followstwo (volume,pitch,rate,andemphasis), consecutive usingasmanycuesaspossibletohelp instructions,orchooses childgainthemeaning. twoflowersfromthe usestheSpanishwordandhasthe trayanddrawspictures childrepeatthenewwordinEnglish, ofthem). ifnecessary.(e.g.,Eltienehambre. followsacommand Heishungry.Hungry).
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors usingactions. sequencesstorypicture cards. retellsastoryinhis ownwords. roleplaysor pantomimesstories. listensattentivelyand respondstostoriesand poems(tellsastory; enactsapoem;drawsa picturetoillustratea storyorpoem).

ExamplesofInstructionalStrategies

usesfacialexpressions,handgestures oractsoutstoriestopromotechild's understanding. restatesimportantinformationby usingsynonyms,cognates, paraphrasing,andvisualcues. usesthechildshomelanguageas basetosupportthedevelopmentof listeningskillsinEnglish. providesinstructionorcommandin thechildshomelanguagefollowed bythecommandinEnglish(as needed).

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II.LANGUAGEANDCOMMUNICATIONDOMAIN E.SentencesandStructureSkills Effectivecommunicationrequiresthatchildrenusetheirknowledgeofvocabulary,grammar,andsenseof audiencetoconveymeaning.Fouryearoldsbecomeincreasinglyadeptatusinglanguagetoexpresstheirneeds andinterests,toplayandpretend,andtoshareideas.Childrensuseofinventedwordsandtheover generalizationoflanguagerules(forexample,sayingfootsinsteadoffeetor[Spanish]yonocaboinstead ofyonoquepo)isanormalpartoflanguageacquisition.Sentenceandgrammaticalcomplexitydevelopsin youngchildrenwithplentyofopportunityforrichconversation.Itisimportantthattimeisspentinauthentic speakingopportunities.Also,teacherscansupportEnglishlanguagedevelopmentthroughmorespecificplayful languagebuildingactivities.(LEERMAS,2001)
Byaround48 MonthsofAge Childusessimple sentencesofthree tofourwordsto expressneeds. Endof Prekindergarten YearOutcomes II.E.1. Childtypically usescomplete sentencesof fourormore wordsand grammatical complexity usuallywith subject,verb, andobject order. ExamplesofChild Behaviors Thechild: tellsaboutafamily experienceusinglonger andmorecomplex sentences. participatesinalong conversation(staying ontopicandtaking turns)aboutthe structureheisbuilding intheblockcenter. answersquestionsand addsideasusing completesentences whiletheteacherleads theclasstocreatea chartdetailingwhatthe childrenknowandwant toknowaboutan upcoming topic/concept. Thechild: usesthecorrecttense whendescribing somethinghedid yesterdayorlastweek. sayswentalthougha youngerclassmatesays goed. identifiestheworkthat ishers,usingmyand mineandthosethat belongtofriends,using hisorher. ExamplesofInstructionalStrategies

Childmayover generalize grammaticalrules.

II.E.2. Childuses regularand irregularplurals, regularpast tense,personal andpossessive pronouns,and subjectverb agreement.

Theteacher: playsawordsubstitutiongamethat expectseachchildtorepeatthe sentencewithadifferentending(I wenttothezooandsawa ____________.). helpschildrentellonesentenceabout theirdrawingsorfavoriteobjects (Mybigsisterplaysbasketball. Heresapictureofmyteddybear.). modelshowandencourageschildren toplayGuessWhatIAm?by describingafamiliarobjecthiddenin aclothbaginordertoguessits identity(Ifeelsomethinghard.Ithas fourlegs.Ithasalongneckanda smallhead.). demonstratesbydoingathink aloud,tellinghowtothinkabout whatyouwanttowriteordrawina journal,writing/drawingit,andthen sharingaboutonesownjournal. Theteacher: modelsandhelpschildrendescribe setsofmultipleandsingleobjectsto practicetheuseofcorrectsubject verbagreement. playswordgamestoencourage childrentosayphrasesandsentences withirregularplurals(foot/feet, mouse/mice,child/children).(Hereis onefoot,nowtherearetwo______. Nowthereisone______.). demonstrateshowtotellaboutones ownpictureandaboutanotherchilds
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

Childlinkstwo ideastogetherby combining sentences

II.E.3. Childuses sentenceswith morethanone phrase.

Childusessimple sentencestructures withusuallyone idea.

II.E.4. Childcombines morethanone ideausing complex sentences.

Thechild: talkswithafriendas theyplayusing sentenceswithmore thanonephrase(Lets gotothestoreandget milkforthebaby.). participatesinacircle timediscussion,adding informationinmultiple phrases(Birdsbuild nestsinthetreesand thenlaytheireggs.). describesafamily event,combining phrasestoshow sequence(Wewentto thegrocerystoreand thendroveback home.). Thechild: describeswhat happenedwhenshe putthelastblockon thetoweranditfell. tellsafriendwhattodo whentakinganorder forpizzainapretend restaurant. remindstheteacher thathehastogoget thenotestogohome fromtheofficeand handthemouttothe children. Thechild: describesafamilytrip, combiningsentences andgivinglotsofdetail (Whenmygrandpa cameover,wewentto thepark.Wehadfried chicken,andplayedon theswings.). participatesinacircle timediscussionof butterflies,andbuilds ontheinformation

picturebeginningwiththewordsmy picture,hispicture. Theteacher: pairschildrentogetherwithpictures toplayasillysentencegamewith onechildsayingthefirstpartofthe sentenceandtheotherchildaddinga phrasetoit(Myyellowcatclimbed upthetreetocatchafallingstar.). encourageschildrentoshare informationduringshowandtell abouttheobjects. modelsdescribingtheeventsofthe daybyusingmorecomplexsentence structures. describesnewobjectsbyusingthe nameoftheobjectandwhat,how,or whereitisused(Thisisabulldozer anditisusedtopushtreesand bushesintoabigpile.).

Childunderstands anduses increasinglylonger sentences.

II.E.5. Childcombines sentencesthat givelotsof detail,sticksto thetopic,and clearly communicates intended meaning.

Theteacher: providessimplescienceexperiments andencourageschildrentotellwhat happened(Thepaperclipsankto thebottomwhenIputitinthewater. Ithinktherockwillsink,too.). helpsthechildrenusecomplex sentenceswhenretellingfamiliar stories(WhenGoldilockswokeup andsawthethreebears,shewent runningbackthroughtheforest.). encourageschildrentodescribe commonoccurrencesusingcomplex sentencestructures(Whenwefirst cometoschoolinthemornings,we havetoputourthingsaway.). Theteacher: providesaninterestingnonfiction bookandpromptsthechildrento discusswhattheyareseeingand hearinginthebook(Whatisthe caterpillardoing?Howdoyouthink hefeelsinsidethecocoon?). modelsandusesguidingquestionsto helpchildrenadddetailstotelling aboutapersonalevent(This weekendmyfamilyhadapicnic.My childrenwerethereandsowasmy mom.Weatesandwichesandplayed
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

fromnonfictionbooks theteacherhasread andpreviousdiscussion bytalkingtothe teacherwhenthechild seesbutterfliesoutside laterintheday. asksmanyquestions aboutthepoliceofficer whenhecomestothe classroomforavisit. Thechild: II.E.6. Child usesgestures,orpoints engagesin toobjectsorpeople. variousformsof respondstogreetings nonverbal withsimplewords, communication gestures,andother withthosewho nonverbalbehavior. donotspeakher usesgesturesto homelanguage communicatebasic (ELL). needs(pointstoward doorwhenneedingto gototherestroom).

ontheplayground.Iwassotired whenIwenthomebutwehadsucha goodtime.). promptsformoredetail,clarification, andelaborationasthechildrenrelate storiesorshowandtellitems(e.g., Juan,wheredidyougetthatstuffed dog?Wherehashegonewithyou?).

Theteacher: isawarethatEnglishlanguage learners,dependingontheircomfort levelwithEnglishwhentheyenter theprekindergartenclassroom,may passthrougha"silent"stagebefore theybeginspeakinginEnglish.This silentperiodshouldnotbeseenas areflectionofthechildsabilitiesor willingnesstoparticipate. providesanoninvasiveenvironment. engageslearnersincognitivelearning strategies,choralresponses,group discussions. createsmultipleopportunitiesfor childrentouseEnglishinbothEnglish asaSecondLanguageandBilingual classroomsettings. Theteacher: beginsalllessonsbypreteachingthe vocabularyandlanguageobjective. focusesonthelanguagefunctionthat thechildwillneedtousetocarryout thelesson. focusesonmeaningfulactivitiesthat involve"handson,"choralreadings, andsinging. preteachesnewvocabularywordsin thechildshomelanguageandalso English(asneeded).

Thechild: II.E.7. Childuses identifiesbynamea singlewordsand fewfamiliarobjects, simplephrases people,andevents( tocommunicate familymembers;body meaningin parts;clothing;pets; socialsituations foods;common (ELL). occupations;seasons; commonschool, classroom,andhome objects). speaksinisolated words(usuallyasingle nounorverb), dependingheavilyon gesturestoexpress meaning.

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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes II.E.8. Child attemptstouse newvocabulary andgrammarin speech(ELL).

ExamplesofChild Behaviors

ExamplesofInstructionalStrategies

Thechild: Theteacher: comprehendsalimited groupschildrenofsimilarproficiency numberofcommon levelsingroupsoftwotothreeto wordsandsimple facilitateinstructionalconversations. phrasesin groupsEnglishlearnerswithEnglish conversationsheldon nativespeakerssotheycanhear topicsofpersonal Englishspokenregularly(English relevance(basic phonemesandvocabulary). greetingsand courtesieswhenspoken slowlyandwith extensiverephrasing, repetitions,and contextualclues). comprehendsand followssimpleroutine instructionsfor classroomactivities thatdependon gesturesandother contextualclues("Let's lineupforthe restroom.").

* Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2005). All children read: Teaching for literacy in todays diverse
classroom. Boston, MA: Pearson. 6000 spoken words by kindergarten.

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III.EMERGENTLITERACY:READINGDOMAIN
Becomingliterateisoneofthemostimportantmilestonesforyoungchildrentoachieve.AccordingtoNational ResearchCouncilestimatesfrom1998,ifchildrenreceiveproperexposureandsystematicopportunitiesto developfoundationallanguage,reading,andemergentwritingskillsduringearlychildhood,asfewasfive percentmayexperienceseriousreadingdifficultieslater.Theliteracyexperiencesprovidedduringthe prekindergartenyearformthebasisforlearningtoread.Childrendeveloptheunderstandingoftheeveryday functionsofprint,gainthemotivationtowanttolearntoreadandappreciationofdifferentformsofliteracy, fromnonfictionandfictionbooks,topoems,songs,andnurseryrhymes,bybeingreadtoandinteractingwith storiesandprint. Astheywatchadultsengageinreadingandwritingactivities,theywanttobeabletoreadandwriteaswell. Whenchildreninteractwithlanguageintheseformats,theirabilitytorespondtoandplaywiththesoundsin languageincreases.Thisawarenessofthesoundsinlanguage,orphonologicalawareness,isoneofthekey predictorsoflaterreadingsuccess.Childrendevelopthisawarenessthatwordsaremadeupofsoundswhich canbeputtogetherandtakenapart.Recentresearchhasprovidednewinsightsintotheorderinwhichchildren acquirethisawareness.Intheearlystages,childrenareabletodetectlargerphonologicalunitssuchaswords andsyllables.Astheirawarenessdeepens,theyareabletomanipulatethesmallestmeaningfulunitsofsound. Printawarenessandletterknowledgemustalsobedevelopedthroughplanned,playfulactivitiesthatengage childreninnoticingthelettersintheirnamesandthenamesoftheirclassmates.Astheirlanguageabilities increase,theirunderstandingofwhatisreadaloudtothemalsoincreases,asdemonstratedthroughthe questionstheyaskandanswer,andtheirreenactingorretellingofstories.Theprocessoftransfer(withliteracy basedESLandorallanguagebeginninginprekindergarten)requiresthatwetakewhatstudentsalreadyknow andunderstandaboutliteracyintheirprimarylanguageandensurethatthisknowledgeisusedtohelpthem gainEnglishlanguageandliteracyskills.ForELLchildrendifficultiesintransfermayappearinsyntax, homonyms,inference,culturalnuances,idioms,andfigurativelanguage.ForstudentswhoarelearningEnglish, effectivesecondlanguagereadinginstructionrequiresanunderstandingofandisguidedbyknowledgebased on:assessment,culturalresponsiveness,gradualrelease,strategicuseoflanguage,andappropriateinstruction. (LEERMAS,2001) Thisisanimportanttimefor4yearoldstodeveloptheirsenseofselfandethnicidentity.Onestrategyto supportthisdevelopmentistheuseoflinguisticallyandculturallyrelevanttextswheneverpossible.Teachersof Englishlanguagelearnerscanhelpchildrenunderstandwhotheyareandwheretheycomefromwhenthey connecttochildrenslivesinameaningfulway,giventheirculturalandlinguisticdiversity.

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III.EMERGENTLITERACYREADINGDOMAIN A. MotivationtoReadSkills

Toensurethatallchildrenenterschoolreadytolearn,earlyeducationeffortsmustencourageemergentliteracy. Whenoptimalconditionsexistinachildsenvironment,literacydevelopsnaturally,andoneofthegoalsofearly educationmustbecultivatingthatoptimalenvironment.Prekindergartenchildrenbenefitfromclassroom activitiesandenvironmentsthatcreateanassociationbetweenreadingandfeelingsofpleasureandenjoyment, aswellaslearningandskilldevelopment.Theseearlyexperienceswillcometodefinetheirassumptionsand expectationsaboutbecomingliterateandinfluencetheirmotivationtoworktowardlearningtoreadandwrite. Childrenmayhavedifficultycomprehendingreadaloudsorlisteningtostorieswithoutanybackgroundsupport, particularlyiftheyhavelimitedexperienceswiththeconceptsincludedinthestoryortext.Childrenwhoare Englishlanguagelearnersbenefitfromrepetitiveexposuretopicturesandothermediapertinentorassociated withthecontentofstoriesreadaloudinEnglish.ELLchildrenalsowillbenefitfrommakingconnectionstotextin theirhomelanguageforbettercomprehensionwhenBilingualstrategiesareusedtofacilitatecomprehension duringreadingsofEnglishtext.(LEERMAS,2001)
Byaround48 MonthsofAge Endof Prekindergarte nYear Outcomes III.A.1. Childengages inprereading andreading related activities. ExamplesofChildBehaviors ExamplesofInstructional Strategies

Childenjoysbeing readtoandknows whenafavorite storyhasapartleft out.

Thechild: repeatsorchimesinon repeatedpartsofpredictable stories. engagesinactingoutaread aloudduringcircletimeor smallgroupinstruction. selectsthereading/library centerduringfreeplay. reenactsafavoritestorywith puppets,props,orfeltboard characters. readsabooktoadollorstuffed animalatthelibraryor dramaticplaycenter. asksateachertorereada favoritebook. listenstobooksontapesor CDs,followingalonginthe bookandturningthepagesat theappropriatetime.

Theteacher: readsbookswithstorylinesand charactersthatareeasyforthe childtounderstand,remember, andreenact. readsbookswithrepeated partsandencouragesthechild tojoininduringthereading. includesbothfictionand nonfictionbooksinreadaloud selections,andreading/library center placesbooks(and manipulatives)thathavebeen readandactedoutincenters forchildrentohaveaccessto duringindependentplay. placesconceptortheme relatedbooksineachcenterto supplementcenterandproject activities(booksonbuildingsor bridgesintheblockarea; menusandcookbooksin dramaticplay;booksonplants inthesciencecenter). rereadsfavoritebooksthatthe childengagesandinteracts with.

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Byaround48 MonthsofAge

Endof Prekindergarte nYear Outcomes Childenjoyslooking III.A.2. atbooksandtelling Childuses astoryfromthe booksand picturesorfrom otherwritten memory. materialsto engageinpre reading behaviors.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Thechild: choosesabookindependently andreturnsittotheshelfwhen thereadingiscomplete. holdsabookrightsideupand turnsthepagesoneatatimein awaythatwillnotdamagethe book. imitatesreadingbehaviors (repeatingwhatis remembered;pointingto words;movingtoptobottom andlefttoright;returnsweep) oncharts,lists,bigbooks,etc. choosesabookinasoftware programbyclickingonthe appropriateicon,moving throughtheprogramand closingtheprogramwhen finished. handlesandcaresforbooksin arespectfulmanner.

Theteacher: modelsanddiscusses appropriatebookhandling behaviorsinanongoingway. demonstratesanddiscusses appropriatereadingbehaviors (startinglocation;lefttoright movementacrossprint;return sweep;voice/printmatching) onmaterialssuchaslists, menus,songs,signs,andcharts (withprintlargeenoughfor childrentosee). createsawarmcomfortable placeforchildrentoengagein independentpretendreading. teacheschildrentouse technologybasedtext materialsandprovides opportunitiesforuse.

Childnotices environmental printandconnects meaningtoit.

Thechild: III.A.3. Theteacher: Childaskstobe requestsafavoritebookbe modelsusinginformation readtoorasks read. gainedfromprint(makesplay themeaningof askswhatissaidonpostersor doughbyfollowingarecipe; writtentext. talksaboutinsectshavingsix chartsthroughoutthe legsandspidershavingeight classroomorschool. legsafterreadinganonfiction askswhatanotefromhome bookaboutspiders). says. asksthemeaningofthewriting encourageschildrentoask questionsaboutwhat onafoodcontainer. informationcanbelearned understandsthatprintcarriesa fromprintandthepurposesof message. writtenlanguage. modelsusingprinttofindthe answerstoquestionschildren ask(Letslookinthisbookto seeifwecanfindouthowthe caterpillarturnsintoa butterfly.). discusseswhatishappeningin pictures,butemphasizesthat theprintiswhatisread. discussesmeaningsof new/unusualwordsand passagesbeforeandafter readingtext.
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III.EMERGENTLITERACYREADINGDOMAIN B.PhonologicalAwarenessSkills
Phonologicalawarenessisanauditoryskillthat involvesanunderstandingofthesoundsof spokenwords.Itincludesbeingabletorecognize individualwordsinaspokensentence,blending anddividingwordsintosyllables,beginningwith compoundwordswhich,becauseeachsyllable hasmeaningconnectedto,itiseasierforchildren toworkwith,addingandtakingthose meaningfulunits,recognizingandproducing rhymingwords,identifyingwordsthatsoundthe sameatthebeginning,andforsomechildren, blendingwordsatthephonemeorsinglesound level.Becausephonologicalawarenessbegins beforechildrenhavelearnedasetoflettersound correspondences,encouragingphonological awarenessdoesnotrequireprint.Phonological awarenessrepresentsacrucialsteptoward understandingthatlettersorgroupsofletters canrepresentphonemesorsounds(the alphabeticprinciple).Thisunderstandingis highlypredictiveofsuccessinbeginningreading. SomebasicproficiencyinEnglishmaybeprerequisitetothedevelopmentofphonologicalawarenessinEnglishfor secondlanguagelearners;however,achildshomelanguagecanhelpsupportthedevelopmentofphonological awarenessinEnglish.ResearchdemonstratesthatphonologicalawarenessinEnglishandSpanisharehighlyrelated; therefore,childreninBilingual/ESLinstructionwillbetaughtphonologicalawarenessskillsintandemwiththeir primarylanguagewhilesimultaneouslydevelopingEnglishlanguageskills.Workingwithindividualsoundsinwordsis thehighestlevelofphonologicalawareness.Althoughsomeprekindergartenchildrenmaybeabletoworkwith soundsatthislevel,itisnotappropriatetoexpectallchildrentobeabletoachievethislevelofsensitivitytothe soundsinlanguage(suchascat=cat).TheabovePAContinuumrepresentsthemostcurrentresearchin PhonologicalAwarenessstatesabouthowchildrenlearnlanguagesounds.AnotherrepresentationisthePhonological AwarenessContinuumfoundintheTexasSpanishReadingAcademy,LEERMAS,andtheTexasCenterforReadingand LanguageArts.

*Anthony,JasonL.;C.J.Longian;K.Driscoll;B.M.Phillips.2003.PhonologicalSensitivity:Aquasiparallel progressionofwordstructureunitsandcognitiveoperations.ReadingResearchQuarterly,Vol.38,470487. TheSpanishPhonologicalAwarenessContinuum

Phonemic Awareness

Blending and Segmenting Individual Onset-Rime Blending and Segmenting Syllable Blending and Segmenting

Sentence Segmenting Rhyming/Alliteration (LEER MAS, 2001)

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Byaround48 MonthsofAge Note:Phonological awarenessisjust beginningto developbetween theagesof36and 60months. Childrenshouldbe engagedin listeningtobooks, poems,nursery rhymes,andsongs thatfeaturerhyme andalliteration.

Endof Prekindergarten YearOutcomes III.B.1. Childseparatesa normallyspoken fourword sentenceinto individualwords.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies Theteacher: modelssentencesegmenting withtwowordsentences (e.g.,Ijump.). encourageschildrento segmentmoredifficult sentenceswithmorewords, andwordswithmorethan onesyllable. connectsachildsnametoa singlemovement(word)to helpchildrenunderstandthe conceptofword(Vanessais oneperson,oneword,sowe moveonetime.).

III.B.2. Childcombines wordstomakea compoundword.

III.B.3. Childdeletesa wordfroma compoundword.

III.B.4. Childcombines syllablesinto words.

Thechild: repeatsasentencespokenby theteacher,steppingforward asthewordheisassignedis spokeninthesentence. says(andrepeats)asentence soshehasthesentenceinher head,segmentseachword onefromtheotherusing objects,fingers,oreven bodiestostandforeach individualwordinthe sentence(e.g.,asthechild says,Ilikepettingdogs,he holdsupafingerormovesa counterforeachwordasitis said.). Thechild: createsanewwordbyputting twowordstogethertomake compoundwords(dog+ house=doghouse; Spanishexample:lava+ manos=lavamanos; toca+discos= tocadiscos;arco+iris= arcoiris;saca+puntas= sacapuntas). usespicturecardstocreate compoundwords. makescompoundwordsby respondingwithasecondpart aftertheteacherhasprovided thefirstpart. namesthetwowordsthatare saidinacompoundword whenpromptedbythe teacher. Thechild: takescompoundwordsapart bydeletingeitherthefirstor secondpartandstatingthe wordthatisleft(e.g., sunflowersun=flower; inSpanish,arcoirisarco =iris). Thechild: clapswiththeteacherasthey saychildrensnames together,segmentingthe parts.

Theteacher: demonstratesusing compoundwordpuzzlesand picturecardswhenpracticing blendingandtakingapart compoundwordstheysay aloud. providescompoundword puzzlesandpicturecardsfor childrentousein independentplaypractice. encourageschildrentomake avarietyofcompoundwords byaddingdifferentendingsto thebeginningshesays(say fire,endingresponsessuch asfly,man,works, house). givesexamplesoftwowords thatwhenputtogether becomeacompoundword. Theteacher: sayscompoundwordsand thenleavesofffirstorsecond half(saysunshine,thensay sun;childresponds shine). Theteacher: modelsclappingonetimefor eachsyllableinchildrens names. encourageschildrentoclap
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies oncewhilesayingeach syllableinchildrensnames. modelsputtingpictures(and thesyllablesthatgowitheach part)offamiliartwosyllable objectscutintotwopieces togethertoformaword. encourageschildrento practiceputtingpicturepieces (andwords)togetherwhile alsoputtingthesounds togethertosaytheword. saysthefirstsyllableina familiartwosyllablewordand encourageschildrentofillin thesecondsyllable.

III.B.5. Childcandeletea syllablefroma word.

Childcan distinguishwhen twowordsrhyme.

III.B.6. Childcanproduce awordthat rhymeswitha givenword.

combinestwosyllables togethertosayaword(e.g., pa+per=paper;Spanish example:pa+pel= papel;li+bro=libro). providessecondsyllableof themerelatedobjectswhen theteachersaysthefirst syllable,thenentireword (teachersaysbuck,child sayset=bucket). clapsthesyllablesinherown names,andclassmates names. hearsafamiliarword(upto threesyllables)andclapsthe syllables. hearsaclassmatesname segmentedandblendsitback together. Thechild: hearsthepartsoftwosyllable wordsandfillsinthe remainingsyllablewhenthe teacheraskswhatisleftwhen thefirstsyllableisremoved (ladderladd=eror puzzlepuzz=le Spanishexample:rbol r=bol;camaca= ma). choosesathemerelated object(withfromonetothree syllables)anddeletesthe initialorfinalsyllablefrom thatword. participatesinwordgames thatfocusonplayingwith syllables. Thechild: pointstothepicturethatdoes notrhymewiththeothertwo pictures. givesthepairsofwordsfrom anurseryrhymethatrhyme. identifiesthewordsthat rhymeinareadaloudbook writteninrhyme. identifiestwoobjectsoutofa rhymingbasketthatrhyme. generatesnonsensewords

Theteacher: modelsandplayssyllable levelwordgames(saysa childsname,andthensays thenamewithoutthefirst syllable). encourageschildtorepeat syllablelevelmanipulation withherownnameandthe namesofherfriends. providespicturescutinto threepiecesoffamiliarthree syllablewords;models,then engageschildinpracticing takingthepicturesapartwhile sayingthewordaloudleaving outthefirstorlastsyllable.

Theteacher: recitesnurseryrhymesthat havewordsthatrhymeand drawschildsattentiontohow thosewordshavethesame soundsattheend. readsbooksthathavewords thatrhymeandhelpschild noticethesoundsinthose words. playsrhyminggameswith objectsandpicturesthat
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies rhyme.

Childcan distinguishwhen twowordsbegin withthesame sound.

thatrhymewithagivenword. participatesinwordplay gamesthatfocusonmaking rhymingwords(Willoughby, Walloughby,Woo;in Spanish:to,mo,so). III.B.7. Thechild: Childcanproduce pairspicturesthatbeginwith awordthat thesamesound. beginswiththe identifieswordsintongue samesoundasa twistersthatbeginwiththe givenpairof samesounds. words. sortsobjectsintopilesthat beginwiththesamesounds. participatesinwordplay gamesthatfocusonwords thatbeginwiththesame sound(MappyMirthdayMoo Moo). Thechild: III.B.8. Childcombines selectstheappropriate onset(initial picturefromseveralpictures consonantor whentheteachersaysaword consonants)and segmentedbetweenthe rime(vowelto onsetandrime(e.g.,when end)toforma shownseveralpictures,and familiarone adultsaysr+ug,child syllablewordwith selectsthepictureoftherug. pictorialsupport. Spanishexample:p+ala, childselectsapictureofa shovel). sortsobjectsbyallthatbegin withagivenonset,likepaper andpencil.

Theteacher: providescommonobjectsthat childrencannameandsort intogroupsthatbeginwith thesamebeginningsounds. playswordgamesfocusingon wordsthatbeginwiththe samesound.

III.B.9. Childcombines onsetandrimeto formfamiliarone syllablewords withoutpictorial support.

Thechild: saysthenameoffamiliarone syllablewordswhenthe teachersaysthewordwitha briefpausebetweenthe onsetandtherime. sayshisownnamewitha shortpausebetweenthe onsetandtherestofthe

Theteacher: modelsusingtwopiecesofa pictureofafamiliarone syllablewordwhileorally blendingandtakingthewords intoonset (consonant/consonants) rime(restoftheword) segments. providestwopiecesofa pictureofafamiliarone syllablewordforchildrento practicemanipulatingduring playwhileorallyblendingand takingthewordsintoonset (consonant/consonants) rime(restoftheword) segments. displayspicturesorobjects andhaschildpointtoor selectpicture/objectthat teachersayswithapause betweenonsetandrime. Theteacher: saysfamiliarwordswithclear separationbetweentheonset andtherime(say,Letsplay thegameorTouchyour head). demonstratessegmentingand blendingnamesusingthe onsetandrestoftheword.
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

III.B.10. Childrecognizes andblendstwo phonemesinto realwordswith pictorialsupport.

sounds(Fred; Lisa). participatesinwordplay gamesthatfocusonmaking rhymingwordsorwordsthat beginwiththesamesound (Willoughby,Walloughby, Woo;MappyMirthdayMoo Moo). Thechild: selectsapictureandsaysthe lettersoundsfortheword (k+e=key;b+e= bee;n+e=knee).

Theteacher: modelsusingpicturesto identifyandblendphonemes intowords. displayspicturesandhasthe childblendthephonemesto maketheword.

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 III.EMERGENTLITERACYREADINGDOMAIN B. AlphabetKnowledgeSkills Letterknowledgeisanessentialcomponentoflearningtoreadandwrite.Youngchildrenlearnbestwhen informationispresentedincontextandwheneducatorsprovideopportunitiesforchildrentocreateexperiences thatmakethematerialmeaningful.Rotepractice(ortheskillanddrillmethod)canresultinfrustrationand negativeattitudestowardlearning.Knowinghowlettersfunctioninwritingandhowtheselettersconnecttothe soundschildrenhearinwordsiscrucialtochildrenssuccessinreading.Combinedwithphonologicalawareness, letterknowledgeisthekeytochildrenunderstandingthealphabeticprinciple.Childrenwillusethissound/letter connectiontobegintoidentifyprintedwords,suchastheirnamesandotherfamiliarwords.

Byaround48 MonthsofAge Childnamesthe letterherfirst namebeginswith. Endof Prekindergarten YearOutcomes III.C.1. Childnamesat least20upper andatleast20 lowercaseletters. ExamplesofChild Behaviors Thechild: namesletterson namecards,posters, books,andsigns aroundtheroom. participatesincircle timealphabet identificationgames (IfYourNameStarts With;namecheers). manipulateslettersin avarietyofways (findslettersburiedin sand;lettersorts, matchingupper/lower caseletters). ExamplesofInstructionalStrategies

Theteacher: nameslettersinavarietyof situations,helpingchilddistinguish oneletterfromanother,making meaningfulconnectionsforchild (connectingwithachildsnameor otherimportantwords;similarities anddifferencesbetweenletters). giveschildmanyopportunitiestosay thenamesofletterswhenworking withbooks,charts,letterwalls,or alphabetmanipulatives(magneticor plasticletters;puzzles;stamps;etc). haschildnamethefirstletterina wordoraspecificletterwhenreading books,charts,orpoems. haschildmatchplasticletterstoan alphabetarrayonamatandsayeach letterasitismatched. playsgameswithchildsnameprinted largeenoughforchildtoseetheprint (namepuzzles;namesorts;fishingfor names).

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Byaround48 MonthsofAge Childidentifiesthe letterassociated withthesoundof thefirstlettersof hisname.

Endof Prekindergarten YearOutcomes III.C.2. Childrecognizes atleast20letter sounds.

ExamplesofChild Behaviors Thechild: identifiestheletter thatmakesagiven sound. participatesincircle timesound/letter identificationgames (Ispysomethingthat startswith/s/.What letteristhat?Whatdo Isee?). pointstotargetsound whenshown24 letters.

ExamplesofInstructionalStrategies

Childproducesthe correctsoundfor thefirstletterofhis name.

Thechild: III.C.3. Childproduces makesthesoundsin thecorrect herfirstnameasshe soundsforatleast attemptstowritethe 10letters. letters. producesthecorrect soundwhenshown thefirstletterofher name. makesthecorrect lettersoundwhile pointingtoaletterin abookoronaposter. sortsobjectsinletter container(findthe itemsthatstartwith B).

Theteacher: connectsthesoundthataletter makesassheiswritingawordin frontofthechild. instructschildinmatchingletter soundstotheletternameandthe printedlettershape(Thestorysays, Hereisthedog.Letsfindtheword doginthebook.Dogstartswith/d/. Thatistheletterd.Hereistheword thatstartswiththatletter.). modelswritingchildrensnames makinglettersoundsashewrites eachletter(Johnstartswith/j/. Whatlettermakesthatsound?). modelswritingforauthenticreasons, sayingwordsslowly,andmatching soundtotheletterbeingwritten. engageschildrenininteractive writing,encouragingchildrentowrite theinitialsoundsofwordswith letterstheyarebeginningto recognize. Theteacher: connectsthesoundthataletter makeswiththatspecificletter (Matthewstartswithm.Mmakes the/m/sound). models,explicitly,goingfromthe letterthatchildrencanseetothe soundthatthelettermakes(Cat startswithc.Csays/k/). pointstoaletterinawrittenwordin aprintedtext,suchasachart,poster, book,song,sign,etc.,andasks childrentomakethesoundofthat letter. giveschildasmallset(35)lettersand askshertoproducethesoundsof eachletter. provideschildwithopportunitiesto practicemakingletter/sound connectionswithnamesandother targetedwordsinindependentplay.

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III.EMERGENTLITERACYREADINGDOMAIN D.ComprehensionofTextReadAloudSkills Frequentbookreadingrelatesstronglytoschoolreadiness:childrenwhoarereadtoonaregularbasishavea higherlikelihoodofacquiringageappropriatelanguageskills.Exposuretomanykindsofbooks,bothfictionand informationbooks,helpsprekindergartenchildrenbecomefamiliarwiththelanguageofbooksandstoryforms. Childrendevelopconceptsofstorystructures,characteractions,andknowledgeaboutinformationaltext structurewhichinfluenceshowtheyunderstand,interpret,andlinkwhattheyalreadyknowtonewinformation. Aschildrenbecomereaders,thisunderstandingofhowstoriesworkfacilitatestheirreadingcomprehension whichistheendgoalofreading.ReadingbooksinEnglishwithELLchildrenwillincreasetheirknowledgeof Englishlanguageandvocabulary.InclassroomswithchildrenwhoarelearningEnglish,itisalsocriticalthat childrenreadliteratureintheirhomelanguage,wheneverpossible.Conceptsofstorystructure,character actions,andinformationaltextcanbelearnedthroughbothhomelanguagetextaswellasEnglishtexts.
Byaround48 MonthsofAge Endof Prekindergarten YearOutcomes Childinteractswith III.D.1. astoryasitisbeing Childretellsorre readaloud. enactsastory afteritisread aloud. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: providesprops,puppets,felt characters,etc.,forchildren tousewhileactingouta familiarstoryorfairytale. helpschildrenconstructa storymapwithaclear beginning,middle,andend. providesstorycardstoassist childreninsequencing retellingsofstories. encourageschildrento providesoundeffectsthrough musicalinstrumentsor environmentalnoisesthatfit whatishappeninginthe stories. extendsthestoryintocenters forchildrentocontinuethe storyline,characters,or conceptsinotherways(draw apictureaboutthestoryin theartcenter;plantcarrot seeds/topinthescience center). placesitemsusedduring circletimeincentersforthe childrentouseandinteract withduringindependentplay. readstextsthatareculturally relevanttochildrenona regularbasis.
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Thechild: participatesinactingouta storysheisfamiliarwith, eitherincircletimeorina smallgroup. retellsandsequencesthe maineventsofastory. connectspersonal experiencestoaneventina story(suchasrelatinga personaltriptothezooafter azoostoryhasbeenread). readsusingthepicturesinthe bookstorecallthewordsof hisfavoritestories. createsoriginaloralternate endingsforstories. tellswhatmighthappennext ifthestorycontinued.

Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies invitesstorytellersintothe classroom.

Childinteractswith booksbydescribing whatisseen/read inthebook.

III.D.2. Childuses information learnedfrom booksby describing, relating, categorizing,or comparingand contrasting.

Thechild: relatesownexperiencesto factsreadinbooks(WhenI wenttothedoctor). demonstrateshowtoplant seedsafterhearingabook aboutplantingseeds. describesthereasonsfor sortingairplanesand helicoptersseparatelyfrom boatsorcars.

Childasksand answersage appropriate questionsabout thebook.

III.D.3. Childasksand answers appropriate questionsabout thebook.

Theteacher: readsinformationalbooks. engageschildinactivities afterreadinganinformational textthathighlightsthe contentlearnedfromthe story(createsagraphic organizerthatseparates spidersfrominsectsbased uponphysicalcharacteristics). extendsinformationaltexts intocentersbyproviding materialsforchildrento interactwith(magnifyingglass toexamineplantparts). Thechild: Theteacher: asksquestionsregardingthe providesexperiencesthat storyorinformationinthe connecttospecificaspectsof text(Whatjusthappened? astoryplot(making Whatmighthappennext? gingerbreadmenafter Whatwouldhappenif? readingastoryabouta Whatwassosillyabout? gingerbreadman). Howdidthatwork?). engageschildinthinking identifiesthecoverofthe aboutthestorybystoppingat bookandwheretobeginto strategicpointsinastoryand read. havingchildpredictwhat mighthappennext. discusseswhattheauthorand helpschildcreatenew illustratordo. endingstofamiliarstories makescommentsaboutthe usingprops,puppets,and/or charactersoractionswithina dictation. story. haschildparticipatein activelyparticipateswhile creatingclassmadebooks beingreadtobypredicting withalternateendings. whatmighthappennextin thestory. discussesotherwaysastory mightend. discusseswhatmighthappen ifdifferentcharacterswerein thestory.

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IV.EMERGENTLITERACYWRITINGDOMAIN
Prekindergartenagechildrengeneratehypothesesabouthowwrittenlanguageworksandbegintoexplorethe usesofwritingforthemselves.Theyalsobegintoaskadultstowritesignsandlettersforthem.Childrenloveto thenimitatetheseadultsbywritingaletterorwritingnotesontherefrigerator.Thispretendwritingbeginsa childsdevelopmentofskillswiththewrittenword.Throughtheseearlywritingexperiences,youngchildren developinitialunderstandingsabouttheforms,features,andfunctionsofwrittenlanguage.Overtime, childrenswritingattemptsmorecloselyapproximateconventionalwriting.Childrenlearntowritethrough manysuchexperiences.

DevelopmentalStagesofWriting(English) 1.
RandomscribblingChild writeswiththestartingpoint anyplaceonthepage. CircularscribblingCirclesor ovalsflowonthepage. MocklettersThesecanbe personalorconventional symbols,suchasaheart,star, orletterswithextralines.

2.

Controlledscribbling Progressionisfromlefttoright.

3. 5.

4. 6.

DrawingPicturestellastoryor conveyamessage. LetterstringsThesemovefrom lefttorightandprogressdawn thepageofactualletters.They havenoseparationsandno correlationwithwordsor sounds. PicturelabelingApicture's beginningsoundismatchedtoa letter(Dog). Transitionalstagespellingor inventedspellingFirstletterof awordisusedtorepresentthe word(Iwenttothenature museum.). Medialsoundisaconsonant (grass). Achildhearsbeginning,medial, andendingletters(Iliketopick flowers.). Wholesentencewritingdevelops (Thispumpkinismine.).

7. 9.

SeparatedwordsGroupsof lettershavespaceinbetween toresemblewords. Awarenessofenvironmental printEnvironmentalprint, suchasnamesoncubbies,is copied. Beginningandendingletters areusedtorepresentaword (cat). Medialsoundisincorrect position,butthevowelis wrong(grass). Phrasewritingdevelops(rabbit inthesun).

8.

10.

11. 13. 15.

12. 14. 16.

17.

WholeSentenceWritingChildwritesacompletesentence.

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IV.EMERGENTLITERACYWRITINGDOMAIN A.MotivationtoWriteSkills Aschildrenwatchadultswriteformanypurposes,theydeveloptheunderstandingthatprintconveysmeaning. Initially,childrenengageindrawingasawaytocommunicate.Thisistheearlieststageofwriting.Young childrensketchlinesandscribblenotesinanattempttoimitateadultswritingbehaviorsandbegintomake connectionsbetweenprintandspokenwords.Withthisunderstandingofthefunctionandmeaningofprint comesthemotivationtouseprintinthesamemanner.Keepinmindthatitisnotimportantwhatchildrenwrite butthattheywritesomethingtoconveymeaning,intheformofscribbles,letterlikeforms,orstringsofletters.

Byaround48 MonthsofAge Childengagesin freedrawingand writingactivities. Endof Prekindergarten YearOutcomes IV.A.1. Childintentionally uses scribbles/writing toconvey meaning. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: engagesinthinkingoutloud whilewriting,includingwhysheis writing,howshethinksabout whattowrite,andthe conventionsthatsheisusingas shewrites,suchasstartingatthe topleft,movingfromlefttoright, leavingaspacebetweenwords, returnsweep,andpunctuation. includesavarietyofwriting materialsinallareasofthe classroom. promptschildtosignhernamein meaningfulsituations(toshow ownership,opinions, membership,etc.). modelswritingasameansof communicatingwithoneselfand others(writingnotestoremind herselfofthingstodo). writesdailynewssharedbyone ortwochildrenperday. engageschildinmakingclass madebooksinresponseto literature,fieldtrips,andchilds interests. encourageschildtowriteaspart ofauthenticplaysituations,such ascreatingsignsforblockplay, grocerylistsforthedramaticplay, recordingobservationsinthe sciencecenter. sendstakehomejournal activities,suchasabirthday journaloramascotjournal.

Thechild: signshernameonsigninsheets, artwork,graphs,letters,lists,etc. usesletterlikeshapeswhen takinganorderatarestaurant duringdramaticplay. writesafewlettersormock lettersasacaptionundera drawing. makeslettersinshavingcream. buildsablockstructureto representthehouseofthethree bearsfromastoryandasksthe teacherforhelpwritingkeep out. leavesamessagefortheteacher onthemessageboard. sendsalettertoafriendinthe classroommailbox.

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B.IndependentlyConveysMeaningSkills Childrenengageinusingprintinwaystoconveytheirmeaningsindifferentsituations.Aschildreninteractwith eachotherinplay,theymakelists,takeorders,labelandleavenotestoconveywhathasoccurredduringtheir play.

Byaround48 MonthsofAge Child spontaneously writesinvarious ways. Endof Prekindergarten YearOutcomes IV.B.1. Child independently useslettersor symbolstomake wordsorpartsof words. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: engageschildtonoticehow lettersaremadebytalkingabout thefeaturesoflettersashe writesthem. encourageschildtoconnect meaningtoherdrawingbyasking whatshewrote. providesopportunitiesforchild tousemagneticorplasticletters, oralphabetstampstocreateher ownnames. providesjournals,regular opportunities,andaccessfor childtowriteinhisjournal. hasanauthorschairto encouragechildtoreadfrom herjournal. provideschildwordcardswith picturesonwhichhecanmatch letters. Theteacher: providessigninsheetsonwhich childcanprinthisname. createsgraphsusingquestionsor promptsforchildtorespondto bywritinghernameunderthe appropriateheading,suchas, Whichisyourfavoritekindofice cream?Vanilla,chocolate,or strawberry?Howareyou feelingtoday?Happy,sad. haschildsignhernameonart work,graphs,letters,lists,daily news.

Thechild: writeslinearscribblesorshapes andidentifiesitaswriting(Look whatIwrote.orWhatdidI write?). labelsapicturewithshapeswhich areletterlikeinform. writesspontaneouslettersthey know,suchasintheirnames. engagesinwritetheroom, copyinglettersfromposters, charts,letterwalls,books,etc. foundaroundtheroom. takesasurveyoftheclassforthe QuestionoftheDay,suchasDo youhaveapet?

Childrecordsown nameinwhatever mannersheisable.

IV.B.2. Childwritesown name(firstname orfrequent nickname),not necessarilywith fullcorrect spellingorwell formedletters.

Thechild: writeshisfirstnamefrommemory oncenterwaitinglistsandart work. labelsabuildinginthe constructioncenterusingher name. signsathankyounotewrittento thefiremenforbringingthefire enginetoschool.

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C. FormsLettersSkills Whengivenopportunitiesandmeaningfulsituations,childrenmovethroughthestagesfromscribblestoconvey meaning,toletterlikeshapes,withperhapssomeconventionalletters. Byaround48 Endof ExamplesofChildBehaviors ExamplesofInstructional Strategies MonthsofAge Prekindergarten YearOutcomes Theteacher: Thechild: Childwritesupon IV.C.1. request. Child modelsformationoflettersand writeshisnamewithletters,may independently notbewellformedandcouldmiss providesopportunitiesforchild writessome towriteonblankunlinedpaper. someletters. lettersonrequest copieslettersfromfoodlabels. haschildwritethelettersfor (notnecessarily initialsoundsheardinwording copieslettersonthegelbag wellformed). writtenoncharts,lists,daily (baggiefilledwithhairgel). news,etc. writesaboutfavoritepartof talksaboutthefeaturesofletters visitingthezoo. asshewritestheminfrontofthe makesabirthdaywishlist. labelsbuildingintheconstruction child. providesavarietyofmaterialsto centerasapolicestation. practicewriting,suchassand, shavingcream,andfingerpaint. providesmaterialsinallplay areasforchildtowriteon. createsaclassnewsletterhaving childdictatestoriesandideas, contributedrawingsandwritings, andmakeheadingsorcaptions.

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IV.EMERGENTLITERACYWRITINGDOMAIN D.ConceptsaboutPrintSkills Justaschildrenlearntotalkbytalking,childrenlearnconceptsaboutprintthroughinteractingwithprint.To children,itmayappearthatwritingissimplytalkthathasbeenwrittendown.However,therearerulesthat applytowritingthatdonotapplytospeaking.Thesespecificrulesthatgovernhowtorecordthoughtsinwriting mustbelearnedsochildrencanbecomemoreproficientatconveyingtheirthoughtsandactions.

Byaround48 MonthsofAge Endof Prekindergarten YearOutcomes Childnoticesprint IV.D.1. andrealizesthat Childusessome printiswhatisread appropriate ratherthanthe writing picture. conventionswhen writingorgiving dictation. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: modelsconceptsaboutprint andthinksoutloudashe writesinfrontofthechild (topleftstartingplace, movinglefttoright,leavinga spacebetweenwords,return sweep,toptobottom, punctuationmark). writesthankyouletterswith childtotheappropriate peopleafterfieldtripsor specialevents. promptschildtotellorretell storieswithabeginning, middle,andendwhentaking dictation.

Thechild: scribblesaliststartingatthe topofthepage. dictatesastoryand,when finished,says,theend. participatesinwritingaletter toacharacterinastoryand makingasuggestionbasedon whathashappenedinthe story. writeshisfirstname. showsinterestinwritingher lastname. scribblesand/orwrites startingontheleftsideof paperandprogressestothe right. scribblesorwritesmoreor lessinahorizontalline.

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V.MATHEMATICSDOMAIN
Prekindergartenchildrensmathematicalunderstandingsarebuiltoninformalknowledgeaboutquantitythat theydevelopevenbeforeanyinstruction.Youngchildrenknowimmediatelyifsomeonegetsmorecookiesthan theydo.Theyliketellingtheirage,suchasbyholdingupfourfingerstotellanadulthowoldtheyare.Children typicallyusequantityduringplaytoknowwhoscoredagoal.Teacherscanusethisearlyinterestin communicatingmathrelatedideastofostergreatermathematicalcompetenciesinthepreschoolenvironment. Teacherscanplanrichenvironmentsandoffersequencedopportunitiesforpreschoolchildrentoexploremath skills.Effectivelysupportingearlymathematicalcompetenciesrequirescreativeuseofinstructionaltools, includingplay,drawing,andcomputertechnology. Thecoreofanyearlyeducationmathematicscurriculumshouldfocusondevelopingyoungchildrensabilityto problemsolvedevelopingtheircapacitytoaskthoughtfulquestions,torecognizeproblemsintheir environment,andtousemathematicalreasoningwithfamiliarmaterialsintheclassroom.Teachersmust recognizethatearlymathinstructionisnotlimitedtoaspecificperiodortimeofdayinpreschool.Insteaditisa naturalpartofanyqualitypreschoollearningenvironment.Teachersenhancechildrensmathematicslearning whentheyaskquestionsthatprovokeclarification,extension,anddevelopmentofnewunderstanding.For example,aschildrenbuildwithblocks,theirteachercanintroducesuchconceptsashigher,lower,infrontof, behind,larger,andsmaller.Duringanartproject,suchasputtingbuttonsonanoutlineofaperson,theteacher mightsaythepersonneedsfivebuttonsonhisshirt.Onechildmayplacetwobuttonsandasecondchildputs onthree.Duringsharedreadingactivities,theteachermightask,Howmanybirdsdoyouseeonthispage? Accumulatedresearchevidenceindicatesthatpreschoolersarereadytoreceiveinstructionthatbuildsonarich setofinformalmathematicalskills.Teachersshouldbesensitivetowhatisknownaboutindividuallearner's developmentalstatusandskills.Forexample,somechildrenmaynotbereadyfororalcommunicationofsome mathematicalideasduetodelayedspeech.Otherchildrenmayshowdifficultieswithfinemotorcoordination skillsneededtoworkeffectivelywithmanipulatives.Speechdelayedchildrenmaybeabletolearnandexpress mathematicalideasinwaysthatreducedemandsonoralvocabulary,suchasbyusingconcretematerials.These outcomesareprovidedtohelpfosteraqualitymathematicscurriculumforpreschoolchildreninTexas.The TexasPrekindergartenGuidelinesaredividedintotheseskillareas:counting,mathsymbols,addingandtaking away,geometry,measurement,andclassificationandpatterns. Duetothehighuseoflanguageformathinstruction,teachersshouldexhibitpatienceandaccommodationfor greaterwaittimeforresponsesfromELLchildren.Thesechildrenoftenwillacquiremathvocabularyinboththe homelanguageandinEnglish.Forthisreason,itmaybebeneficialforchildrenwhoarelearningEnglishtolearn newconceptsandvocabularyintheirhomelanguagewithmathpracticeconductedinboththechildrenshome languageandEnglish.

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 V.MATHEMATICSDOMAIN A. CountingSkills Prekindergartenagedchildrenshowbasiccountingreadinessandcountingbyusingnonverbalandverbal means.

Byaround48 MonthsofAge Childidentifies objects. Endof Prekindergarten YearOutcomes V.A.1. Childknowsthat objects,orparts ofanobject,can becounted. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: modelsobjectsthatcanbe counted,suchasitemsinside oroutsideinnature. usespuppetnarrativeto explainwhenitemsshouldbe counted,suchasinTheThree LittlePigs,saying,Letscount thepigs. modelswhentocountto determineifthereareenough materialsforanactivity. Theteacher: modelscountingoutloudby startingwiththenumber1. modelscountingoutloudby startingwithanumberother than1. incorporatescountinginto everydayactivities,suchas countingsongsandphysical activities. Theteacher: providesavarietyofobjects thatcanbeusedforcounting. questionschilds understandingofquantityby asking,Howmanydoyou have? usesapuppettomodel correctcountingofindividual objects. Theteacher: providesavarietyofobjects (cubes,bears,shapes,etc.) andteachesthatthecounting sequenceremainsthesame. usespuppetstodemonstrate thatcountingalwaysproceeds inthesamesequence.
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Thechild: placesobjectstobecounted inarowandbeginscounting. saysthatthenumberofpolka dotsinapicturecanbe counted.

Childrecites numberwordsin orderupto10.

V.A.2. Childuseswords torotecount from1to30.

Thechild: recitesnumberwordsinorder upto30. recitesnumberwordsinorder bystartingfromanumber otherthan1.

Childcountsupto4 V.A.3. objectswithone Childcounts110 countperitem. items,withone countperitem.

Childidentifies itemsthatcanbe counted.

Thechild: moves,touches,and/orpoints toeachobjectwhilecounting, usingonetoone correspondence(onecount peritem). knowsthateachfinger representsonecount(2 fingersrepresenttwocounts; 3fingersrepresentthree counts,etc.). Thechild: V.A.4. Child demonstratesthecounting demonstrates sequencewhencountingdoes thattheorderof notchange(Whencountinga thecounting setof3bears,counts1,2,3. sequenceis Thenwhencounting3 alwaysthesame, monkeys,counts1,2,3). regardlessofwhat countsleavesontheground,

Byaround48 MonthsofAge

numberofgrapesonatray,or numberofchildreninlibrary center. demonstratescounting sequenceusingpuppets. singsacountingsongwithout support,forexample,1little, 2little,3littlechildren. Thechild: Childcountsupto4 V.A.5. items,and Childcountsupto counts8plasticcowsand demonstrates 10items,and says,Ihave8cows. understandingthat demonstrates countsthenumberofchildren thelastcount thatthelastcount inacenterandsays,Threeof indicateshowmany indicateshow myfriendsarehere. itemswere manyitemswere countsthenumberofballson counted. counted. theplayground. countschildreneatingapples duringsnack. countsfingersandsaysI have5fingers.

Endof Prekindergarten YearOutcomes iscounted.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Childbeginsto understandthat itemscanbe counted.

V.A.6. Child demonstrates understanding thatwhen counting,the itemscanbe choseninany order.

providestoolstohelpchild organizenumbersetssuchas eggcartonscuttoholda specificnumberofeggs(a4 eggcartonholding4plastic eggs). modelscountingsongs throughouttheday. Theteacher: questionschildrenwhilethey count(asks,Ian,howmany doyouhavenow?orHow manyapplesarethere?). usesapuppettomodel countingchildreninasmall group. askschildrentorepeatand emphasizethelastnumber saidwhencounting. playsgamesinwhichchildren demonstratethatthelast countindicatesthenumberin thegame. providesopportunitiesfor childrentocountandstate thelastnumber. Thechild: Theteacher: counts210objectsin modelscountingofobjectsin differentorders(lefttoright; differentordersbyusinga righttoleft;toptobottom; puppet(puppetstarts bottomtotop;etc). countingfromrighttoleft thencountslefttoright,etc.). countsobjectsthatwere encourageschildrentocount placedinacontainerand dumpedtoformasetof objects(suchasbearsor randomlyplaceditemsonthe buttons)indifferent table. arrangements(vertically, horizontally,straight). countsthesamepileofitems onatableinmorethanone providesopportunitiestoplay order. gamessuchasbeanbagtoss, popcorn,etc.duringwhich tossedobjectsaretobe counted. modelscountingstrategies (movingtheobjectafteritis counted,placingobjectsin severalrows,etc.)toshow thatitemscanbecountedin differentorder. showschildrenthata collectionofobjectscanbe linedupinarowandthen
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies counted. Theteacher: demonstratesandusesthe verbalordinaltermsusing variedcontexts,suchas games,standinginline,etc. emphasizeswhoisfirstplace, etc.,inagame. readsstoriestochildrenthat provideaclearsequenceof events(suchasTheThree Bears),usingquestionsto engagethechildrenin summarizingthestory(What happenedfirst?;What happenedsecond?). modelsopportunitiestouse ordinaltermsthroughoutthe daysuchasliningup,sittingat thelunchtable,etc. Theteacher: providesgamesthatinvolve rapidresponsestosmallsets ofobjects,suchasusingcards with15dotstoplayGo Fish. shows,briefly,asetofcubes, andhasthechildrensaythe numberrepresented. shows,briefly,halfofa dominoandhasthechildren decidewhatnumberis shown. providesopportunitiesto comparesetsofupto5 objects. asks,Whichsethasmore? Whichsethasless?when showing2setsofobjects. providesasetofobjectsand hasthechildrenmakeaset withthesamenumber,or1 moreor1less. provides2groupsofcubes andasks,Howmanycubes areineachgroup?Then,Do thesehavethesamenumber ineachset?

Childdemonstrates V.A.7. properuseofthe Childusesthe wordfirst. verbalordinal terms.

Childverbally identifieswithout countingthe numberofobjects from1to3.

Thechild: usesordinalnumbers(first, second,third,fourth,fifth)to countobjects. tellsafriend,Yourefirstin line.Imsecond.Johnis fourth. identifiesingameswhowasin firstplace,secondplace,etc. usesordinalnumbersto describetheorderofwhat happenedinashortstory, includingthenextandlast eventinthestory. usesordinaltermstodescribe sequenceofdailyactivities (describesdailyschedule). pointstocardwhenasked, Whichcardisfourth?; Whichcardisfifth? Thechild: V.A.8. Childverbally looksatasetof15objects identifies,without andquicklysaysthenumber counting,the ofobjectswithoutcounting numberofobjects (looksat3redcubesonthe from1to5. tableandsaysthreewithout counting). looksattwoseparategroups ofobjectswithoutcounting andsayswhichgrouphas more,less,orequalnumbers. usesthewordsequal, more,less,orfewerto describesetsofupto5 objects. saysthenumberofdotson onesideofadominowhen shownquickly. looksatapageinastoryand saysthenumberofdots, animals,orobjectsonthe page. pointsto4blocksandsays, Thereare4blockswithout counting.

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Byaround48 MonthsofAge Childrecognizes onedigitnumerals 14.

Endof Prekindergarten YearOutcomes V.A.9. Childrecognizes onedigit numerals,09.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies Theteacher: tellschildrenthedifference betweenlettersand numerals. providesopportunitiestoplay gamesthatusenumeral cards,numberedpieces,or dicewithnumerals09. engageschildreninlooking throughprintitemstolocate numerals09.

Thechild: saysthenumbernamefor numeralsfrom0to9thatare writtenonpaper,cards,game pieces. hopscotchesthenumberof timesindicatedbyawritten numeral. separatescardsthathave printednumeralsfromother cardswithprintedletters. playsgamestofindhidden numeralsintheclassroom, suchasISpy.

B.AddingTo/TakingAwaySkills Prekindergartenchildrenuseinformalandformalstrategiestomakeacollectionlargerorsmaller.Thisincludes teachershowing(modeling)childrenamathematicalbehaviorandaskingthechildrentodothesame.

Byaround48 MonthsofAge Childunderstands thataddingoneor moreconcrete objectstoasetwill increasethenumber ofobjectsintheset. Endof Prekindergarten YearOutcomes V.B.1. Childuses concretemodels ormakesaverbal wordproblemfor addingupto5 objects. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: modelssimplewordproblems suchas,Thereis1bearina cave.If2morebearswalkin thecave,howmanybearsare inthecavealtogether? usesfingerstoshowchildren howtoputtogetheran additionproblem(holdsup2 fingersandadds1more fingertoshow3). setsuparowofobjectsand askschildtodeviseastory usingtheobjects. modelsadditionusingasetof objects(e.g.,usescountersto puttogetheranaddition problemshows2counters andadds1morecounterto show3). playsboardgameswith childrenduringcentertime. Theteacher: modelssimpleword problems,suchas,IfIhave4 carsandItake2away,how manywillIhaveleft? usesfingerstoshowchildren
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Thechild: createsverbalwordproblems (tellsastory)involvingadding. shows1finger,thenadds3 more. showsjoining(adds)1more cubetoaset(upto5). playsnumbergameslike ChutesandLadders. sayshowtheyusedadding onemoreobjecttosolvea problem.

Thechild: Childunderstands V.B.2. thattakingawayone Childuses createsverbalwordproblems ormoreobjectsfrom concretemodels involvingsubtraction. asetwilldecrease ormakesaverbal shows4fingers,thentakes thenumberof wordproblemfor away1fingertoshow3are objectsintheset. subtracting15 left.

Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes objectsfroma set.

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Childidentifiestwo groupsofobjects placedsidebyside asbeingequalor nonequal.

howtotakeawayfora subtractionproblem(holdsup 3fingersandthentakesaway 1toshow2areleft). modelssubtractionusingaset ofcounters(teachershows4 countersandtakesaway2to show2areleft.) Thechild: V.B.3. Theteacher: Childuses usesinformalstrategiesto demonstratesfairsharing informal producedivvyupfairsharing between2childrenbydividing strategiestoshare opportunities(takesaway1 1longTootsieRollinto ordivideupto10 itematatimetodistribute smallerpieces. itemsequally. equallyamong2friends). modelsandobserveschildren tradesseveralsmallitemsor usingfairsharestrategy(the setsforalargerone(4small childisgivenasetofobjects TootsieRollsthatappear andistoldtoshare.Thechild equalto1longTootsieRoll). dividesthesetsaying,one foryou,oneformeinorder demonstratessharingupto tofairshare.). 10itemswithafriend. useslanguageassociatedwith usesliteraturethatincludes storiesaboutchildrensharing fairsharingoneforme, items. oneforyou. hasachildhelperprovide actsoutliteraturethatshows eachchildintheclassa sharingitems. certainnumberofbuttons, suchasforaclassartproject. encourageschildrentoshare itemswhenshownasetof objects. encourageschildrentoshare asetofhiddenobjects coveredwithapieceofpaper. Thechildthentakesthe objectsoneatatimeand sharesthemwithafriend. demonstrateshowtodivide intoequalpartsbytakinga containerofpopcornand dividingthepopcorninto smallercontainers. removesobjectsfromaset andsayswhatisleft. playsnumbergamesthat showtakingaway. sayshowtheyused subtractiontotakeawayfrom asetofobjects.

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 V.MATHEMATICSDOMAIN C.GeometryandSpatialSenseSkills Prekindergartenchildrenrecognize,describe,andnameattributesofshapes.

Byaround48 MonthsofAge Childrecognizes commonshapes. Endof Prekindergarten YearOutcomes V.C.1. Childnames commonshapes. ExamplesofChildBehaviors ExamplesofInstructional Strategies

Thechild: identifiesshapesusingher senseoftouchwhen blindfolded(Thisshapehas4 sides.Itsasquare.). identifiescommonshapes, suchascircle,square, rectangle,triangle,and rhombus. knowsthenumberofsidesfor shapes,suchassquare, rectangle,triangle,and rhombus. describesattributesofshapes usinghisownlanguage. usesmathematicalvocabulary todescribeshapepictures (Thistrianglehas3sidesand 3corners.). identifiescommonsolids informallyasballs,boxes, cans,andcones,thenpossibly usingmoreformallanguage, sphere,cubes,cones.

Childmanipulates shapesusingfine andgrossmotor skills.

V.C.2. Childcreates shapes.

Theteacher: teachesnamesofcommon shapes(circle,square, triangle,rectangle)when showingpicturesorinthe classroomenvironment.Also, thesebasicshapescouldbe taughtasformaloreveryday descriptorsforrhombus (diamond)orellipse(oval). useshidinggamesor scavengerhuntsforchildren tolocateshapes. usescommonobjectsto modelshapes,suchas,paper plates,placemats,clocks,etc., indramaticplaycenter. providesopportunitiesfor childrentoidentifyshapes bothprovidedamongvarious shapesonatable,and identifiedinreallifesettings (playground,etc). encourageschildrentouse theattributesofshapesto describeartwork(Mycarhas adoorwith4sides.). Theteacher: Thechild: putstogethershapestomake providesshapes (manipulativesor realworldobjectsandother constructionpaper)that shapes(usingasquareanda childrencancombine(a triangletomakeahouse). triangleandasquaremakea breaksapartshapestomake house). realworldobjectsandother providesmaterialstomake shapes(cuttingahouse shapessuchasplaydough pictureintoatriangleanda andtoothpicks. square). createsnewshapesbyputting modelsavarietyofsolidsto manipulate(playdoughand together2ormoreshapesto toothpicks,usingtheplay makeanewshape(2triangles doughtoidentifythecorners togethermakeasquare). andthetoothpickstoidentify usesmathematicalvocabulary thesides). todescribeshapespictures
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Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies modelsappropriatelanguage todescribeshapes(This squarehas4sidesand4 corners.). encourageschildrentouse appropriatemathematical languagetodescribeshapes. providesavarietyofsolidsto manipulate. takeschildrenoutsideto identifysolidsinnature(seeds asspheres). Theteacher: modelspositionalwordsusing apuppet(puppetplacesa smallobjectonachilds knee). singssongsaboutpositional words(HokeyPokey). providesgamesand/or activitiesthatinvolveplacing objectsincertainlocations(a chairandateddybear). playsgameslikeFollowthe Leaderwiththechildren. encourageschildrentouse positionalwordstodescribe wherethingsareinthe classroom. readsstoriesandidentifies positionsofcharactersand objects. Theteacher: pointsoutplacementof objectsfoundinclassroom andnature. modelssliding,flipping,and rotatingtoshowthatthe shaperemainsthesame. engageschildrentomake shapeswithhandsorlegs(2 childrensitdownandjoinfeet tomakeasquareonthe floor). engageschildreningames thatinvolvemovingshapes (childrenmovetheirown shapegamepiecearounda gameboard).

(Thishousehas4sidesand4 corners.). putstogetherorbreaksapart solidstomakerealworld objectsandothersolids(a sphereandaconemakean icecreamcone). createsshapesbyusingpuzzle pieces.

Childbeginstouse languageto describelocationof objects.

V.C.3. Child demonstratesuse oflocationwords (suchasover, under,above, on,beside, nextto, between,in frontof,near, far,etc.).

Thechild: usesnearandfarto describeplayonthe playgroundandinthe classroom. followsdirections(placesa stuffedanimalon, around,orunderachair). followsdirectionswhen playinggameslikeFollowthe Leader. tellsafriendwheretofindthe writingpaperinthewriting center(Thepaperisinfront ofthemarkers.). actsoutstories,poems,and nurseryrhymesusing positionalwords.

Childmovesobjects V.C.4. duringinformal Childslides,flips, play. andturnsshapes todemonstrate thattheshapes remainthesame.

Thechild: recognizesthatashapestays thesameacrossvarious orientations(sliding,flipping orturningageoblockshape onatable). slidesatrianglefromone placetoanotherandsaysthat thetriangleisthesame (Look,mytriangleisthe samehereandhere.) turnsoverashape(flips)to showthatitisthesame(turns overasquareandsays,This isastillasquare.). turnsatrianglegeoblock clockwiseorcounterclockwise andsaysthatthetriangleis thesameshape.

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V.MATHEMATICSDOMAIN D. MeasurementSkills Prekindergartenchildrenverballydescribeordemonstrateattributesofpersonsorobjects,suchaslength,area, capacity,orweight.

Byaround48 MonthsofAge Childunderstands thatlengthsof objectscanvary andbecompared. Endof Prekindergarten YearOutcomes V.D.1. Childrecognizes andcompares heightsorlengths ofpeopleor objects. ExamplesofChildBehaviors ExamplesofInstructional Strategies

Childbeginsto recognizehow muchcanbeplaced withinanobject.

V.D.2. Childrecognizes howmuchcanbe placedwithinan object.

Theteacher: comparestheheightof childrenbymeasuringeach childonaheightchartinthe classroom. usesmeasurementvocabulary forheight(Children,whois tallerBoborSusie?). encourageschildrentodraw objectsandpeoplevaryingin heightorlength(Today,boys andgirlsintheartcenter, paintapictureofyour family.). modelsthat1longblockcan bemadeupof2ormore smallerblocks. usesnonstandardunitsof measureincludingeveryday objectstomeasurelength (links,paperclips,inchworms, etc.). Theteacher: Thechild: comparestheamountof askschildrentoplacesmaller spaceoccupiedbyobjects cupsintolargerones. (placesasmallblockontopof encourageschildrento alongerblocktodetermine predicthowmanybucketsof whichoccupiesmorespace). waterareneededtofillthe demonstratescapacityusing fishtank. sandandwater(atthesand guidesandquestionschildren andwatertablefills usingsandandwaterto containerswithsandor determinewhichcontainers water). holdmoreorless(Whichof comparescapacityof theseholdsthemostsand? Whichoftheseholdsthe containersbysize(fills2or moredifferentsized leastsand?Howdoyou containerscup,quart,etc. know?Showmehowyou placesthemfromthelargest cancomparethesetwo tothesmallestorthesmallest containerstoseehowmuch tothelargest). theyhold?).
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Thechild: tellswhoistallerwhen comparingtheheightof2or morefriends. places210objectsfrom shortesttotallestortallestto shortestonthetable. usesmeasurementwordsthat candescribeheight(taller, shorter,longer, smaller). draws210objectsorpeople ofvaryingheightsorlengths (drawsherfamilyandhasa tallerpersonasMomanda shorterfigureasherself). usesbuildingblockstoshow that1longblockcanbemade upof2ormoresmaller blocks.

Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies

Childunderstands thatweightsof objectscanvary andbecompared.

arrangesteacupsinthe dramaticplaycenterfrom smallesttolargestorlargest tosmallest. Thechild: V.D.3. Childinformally usesarockerbalanceorsee recognizesand sawscaletodetermineheavy comparesweights andlightobjectsorobjectsof ofobjectsor equalweight. people. useshandstocompareweight ofobjects(holdspumpkinsof varioussizesandsayswhichis heavierorlighter). describeswhichweighsmore usingmathematicalterms (heavy,light,morethan,etc.). comparesweightofselfwith weightofotherobjects,such asdolls,stuffedanimals,etc. (Iamheavierthanmydoll.).

Childshows awarenessofthe passageoftime.

V.D.4. Childuses languageto describeconcepts associatedwith thepassingof time.

Theteacher: modelsusingabalancescale tocompareitems(places2 bearsin1bucketanda handfulofcottonballs,asks Whichweighsmore?and recordsthechildrens answers.). provideschildrenobjectsof differingweightstocompare andasks,Whichweighs less?Whichweighsmore? andrecordsanswerson charts. modelsusingcomparison wordslikeheavier,lighter, morethan,etc. encourageschildrento explainwhichitemsare heavierorlighter(Whichis lighter,thisfeatheroryour toycar?Howdoyou know?). Theteacher: Thechild: engageschildrenindaily describesthedailyschedule newsdialogueandrecords bytellingwhathappensnext todays,tomorrows,or intheday. yesterdaysevents. talkswithfriendsaboutwhat discussesdailyscheduleusing happenedyesterday,whatis termslikebeforelunchwe happeningtoday,andwhat mighthappentomorrow. will;afterrecesstodaywe willhaveavisitor;etc. associatestimelanguageto describeeventsoftheday(in encourageschildrentomake themorning;aftersnack; aclassbookabout tomorrow;and experiencesthathappenedin yesterday). thepast. usesthetermsfasterand encouragesplaythat slowertodescribetimeor demonstratesfasterand motion. slower,suchasracesat recess. engageschildreninactivities thatcanbeusedtodirectly comparehowlongevents occur(Howlongdoesittake tolistentoasongonaCD? Howlongdoesittaketoeat mysnack?).
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V.MATHEMATICSDOMAIN E. ClassificationandPatternsSkills Prekindergartenchildrensortandclassifyobjectsusingoneormoreattributes.Theybegintouseattributesof objectstoduplicateandcreatepatterns.(TypicallyreferredtoasalgebraicthinkingsuchasdescribedinNCTM focalpoints.)Withformalinstruction,theywillparticipateincreatingandusingreal/pictorialgraphs.

Byaround48 MonthsofAge Childsortsobjects thatarethesame anddifferent. EndofPrekindergarten YearOutcomes ExamplesofChild Behaviors ExamplesofInstructional Strategies Theteacher: modelsanddiscusses attributesofobjects(size, colors,types,etc.). askschildtosortavarietyof materialsforclassification (bears,shapes,buttons, vehicles,toys,etc.)and recordstheirclassification decisions. modelssortingandlabeling groupsofmaterials(sorts andlabelstheredandblue fruits). promptschildrentodescribe whymaterialsaresortedinto specificgroups(Whydidyou putallthesetogether? Whydidyouputthese here?Howarethesethe sameordifferent?). askschildrentodescribewhy materialsaresortedinto groups(Whydidyouputall thesetogether?Whydid youputthesehere?How arethesethesameor different?). usescleanupactivitiestosort wherecenteritemsaretobe placed.

Thechild: V.E.1. Childsortsobjectsthatare putsallthecarsina thesameanddifferent boxandallthetrucks intogroupsanduses inadifferentboxand languagetodescribehow sayswhy. thegroupsaresimilarand organizesobjectswith different. acommonattribute (allthetigersinapile andallthegiraffesin anotherpileandsays why). organizesblocksinthe constructioncenter accordingtoshape andsizeandexplains sameanddifferent. sortsavarietyof objects(fruitsand vegetables;vehicles; animals;etc.)andtells why. sortsobjectsinto groupsandexplains basesofgrouping.

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Byaround48 MonthsofAge Childrecognizes thatdatacanbe organizedintoa graphic representation.

EndofPrekindergarten YearOutcomes V.E.2. Childcollectsdataand organizesitinagraphic representation.

ExamplesofChild Behaviors Thechild: placesconcrete objectsorpicture representationsona floorgraph(usesan appleororangeto showhisfavorite fruit). answersquestionof theweek(Doyou haveacat?)and placesacheckonthe yesornograph. comparesdataon graphsorcharts(e.g., talksabouttheclass madegraphshowing howchildrengetto schoolwalk,car, bus,vansLookJuan walkstoschool.See hisnameishere.). usesmathematical languagetodescribe data(more,less, same,longer,shorter, etc.). Thechild: identifiesrepeating patternsinnature. recognizesand createspatternsin clothing,carpeting,or otherpatternsinthe classroom(polkadots, squaresoncarpet). contributespictures forthepatternclass book(cutsout picturesforthe patternclassbook). usesdifferent materials(buttons, beads,colorcubes)to createpattern necklaces(2buttons, 2beads,2buttons,2 beads). recognizesrepeating patternsina predictablebookand saysthenextline

ExamplesofInstructional Strategies Theteacher: modelsanddiscussesthe informationcollected(Who worethesameshoesto schooltoday?). encouragescomparing; recordsinformation(records childsaying,Ourclasseats morefruitsthanvegetables! etc.). modelsanddiscussesthe informationcollectedon chartsandgraphs(Which flavoroficecreamdomost ofyoulike?).

Childbeginsto recognizepatterns.

V.E.3. Childrecognizesand createspatterns.

Theteacher: createspatternsoundsand physicalmovementforthe childrentoimitate(clap, stomp,clap,stomp). usesbeadsand/orother objectstodemonstrate patternsandaskschildrento describethepattern. modelsandallowschildren tocreaterepeatedpatterns withthechildren (interlockingcubesmake A,B,A,BandAA,BB,AA,BBand ABC,ABCpatterns). readsliteraturetochildren thatcontainsobvious repetitivepatterns. askschildrentodescribea patternusingmanipulatives (atowermadeofalternating yellowandredcubescanbe presentedwithquestionsto promptchildrentodescribe therepeatingcolorpattern.)
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Byaround48 MonthsofAge

EndofPrekindergarten YearOutcomes

ExamplesofChild Behaviors beforeturningthe page. createsarepeated patternusingdifferent colorblocks.

ExamplesofInstructional Strategies

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VI.SCIENCEDOMAIN A.PhysicalScienceSkills Prekindergartenchildrenlearntoexplorepropertiesofmaterials,positions,andmotionofobjectsthrough investigationswhichallowthemtonoticetheattributesofeachofthese.Theseexplorationscontinueas childrenuseattributestoclassifyandsortobjects,makeobservationsandpredictions,problemsolve,compare, andquestion.Childrenlearnaboutsourcesofenergybyinvestigatinganddiscussinglight,heat,electricity,and magnetism.

Endof Prekindergarten YearOutcomes VI.A.1. Childdescribes, observes,and investigates propertiesand characteristicsof commonobjects. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

VI.A.2. Childinvestigates anddescribes positionand motionofobjects.

Thechild: usessensestoexploreandsensory languagetodescribepropertiesof naturalandhumanmadematerials (wood,cotton,fur,wool,stone, magnetic,leather,plastic,Styrofoam, paper)tolearntheircharacteristicsand capabilities. examinesanddescribesthetextureof materials(salt,flour,andsugarduring cookingprojects;roller,sponges,and featherswhenpaintingusingvarious tools;surfacesoffoil,freezerpaper,and sandpaper). sorts,groups,orclassifiesobjectsin meaningfulwaysbasedononeormore properties(hard/softorheavy/light; materialsthataremadeofwood, plastic,rock,color). predictswhethermaterialswillsinkor float;investigatesthehypothesisand drawsconclusionsbasedonprior experiences. describesandcomparestheeffects magnetshaveonotherobjects(attract tosomethingsbutnottoothers). Thechild: observes,measures,describes,and demonstratesthevariouswaysobjects canmove(straight,zigzag,roundand round,fast,slow). investigatesandstatesconclusionsafter movingavarietyoftoyvehicleson differentsurfaces.

Theteacher: modelsdescribingavarietyofmaterials usingpropertiestodiscusssimilarities anddifferences askschildrentodescribeavarietyof naturalandhumanmadematerialsusing theirsenseoftouch,smell,sound. engageschildrenincomparingand exploringhowobjectsormaterials respondwhentheycomeincontactwith otherthings,suchasbeingplacedin water,setonanincline,ordroppedona table. promptschildrentoobserveand describechangesinnature(icemelting onawindowsill,waterfreezinginthe freezer,steamrisingfromakettle).

Theteacher: encourageschildrentoexploremotion bothinsideandoutsideoftheclassroom (carsonramps,wagonstobepushedor pulled). playsgamesthatusemotionand/or sound(FollowtheLeader). providesavarietyofmaterialsfor makingsounds.

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Endof Prekindergarten YearOutcomes VI.A.3. Childusessimple measuringdevices tolearnabout objects.

ExamplesofChildBehaviors

ExamplesofInstructionalStrategies

VI.A.4. Childinvestigates anddescribes sourcesofenergy includinglight, heat,and electricity.

Thechild: investigatesanddiscussesthemassofa varietyofitems(rocks,feathers,metal chain,etc.)usingabalanceorscale; categorizesweightedobjects (heavy/light);andlengthofobjects (long/short). measuresvolumeofwater,sand,etc. usingnonstandardmeasures(4cupsto fill1smallbucket). measureslengthusingnonstandard units. observesanddescribestemperatureof materials,includingoutdoorair temperature(colder/warmer/hotter). Thechild: describessourcesofheatandlight(sun, wind,waterasenergysources)andthe safetyissuesassociatedwiththese. identifiestoysthatneedbatteriesand equipmentinthehomethatneeds electricitytofunction.

Theteacher: modelsanddiscussesthemassofa varietyofmaterialsusingascaleor balance. modelsandrecordsfindingswhen makingmasscomparisons. providesopportunitiesandavarietyof materialstoexploreweight,length,and volume.

Theteacher: modelsappropriatevocabularyfor sourcesofenergysuchason/offfor light(electricity). discussesandmodelssafetyissues associatedwithheatandelectricity. modelsanddiscusseshowtoinvestigate thechildrenspredictions.

B. LifeSciencesSkills Prekindergartenchildrenarenaturallycuriousaboutthecharacteristicsoforganisms.Childrenunderstand differencesinlivingandnonlivingthings.

EndofPrekindergarten YearOutcomes VI.B.1. Childidentifiesand describesthe characteristicsof organisms. ExamplesofChildBehaviors ExamplesofInstructionalStrategies Theteacher: modelsandprovidesopportunities (comparingflowers,insects,and animals)andtools(handlens)for childrentomakecomparisonsof livingcharacteristicsandnonliving characteristics. discussesandprovidesorganismsfor observationsofanimalhabitats, movements,andcharacteristics(ants, pillbugs,earthworms,mealworms, andcaterpillars). Theteacher: modelsandprovidesopportunities forchildrentoplaninvestigationsof lifecycles(plansaclassroomor playgroundgardenforobserving seedsgrowing).
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Thechild: describescolor,size,andshapeof organisms. describesanimalsneedsforfood, water,air,andshelterorplants needsforwater,nutrients,air,and light. comparesdifferencesandsimilarities ofanimals(fishliveinwater,dogsand catshavefur,allbirdshavefeathers). usesthetoolsofscience(handlens andmeasurementtools)toobserve anddiscussplantsandanimals. Thechild: VI.B.2. Childdescribeslifecycles plantsseeds,thenobserves, oforganisms. discusses,andrecordsplantgrowth. observes,records,anddiscussesthe stageofthelifecycleofanorganism (baby,dog,cat,andchicken).

EndofPrekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructionalStrategies

VI.B.3. Childrecognizes, observes,anddiscusses therelationshipof organismstotheir environments.

modelsandprovidesopportunitiesto recordobservationfindingswhen observinglifecycles. providesdiscussionopportunitiesto comparelifecyclesincludingpets (humanlifewithadogslife). providesopportunitiesand discussionsforchildrentoobserve humangrowth(childrenbringinbaby picturesandcomparewhattheylook likenowtothepictures). Thechild: Theteacher: discusseshowanimalsandhumans modelsandassistschildrenwith dependonplants(birdseatseeds, creatingschedulesforthecareoflive cowseatgrass,humanseat animals/plants(discussesinsmall vegetables). groupswhatyoumightneedtohave fishorarabbitintheclassroom). observes,discusses,andrecordsliving providesahabitatforchildrento organism(spiders,insects,worms, observe,discuss,andrecord snails,birds)intheirnatural creaturesintheirnatural environmentstolearnabouttheir environment(fishinanaquarium,a habits. wormorbutterflyhouseindoors,ant observes,discusses,andrecords farm,terrariumforsnails/hermit seasonalchangesinthe crab,abirdorbutterflygarden neighborhoodtreesandorganisms outdoors). (watchesforbirdsinthespringas providesoutdoorexperiencesfor theycollectnestingmaterials). observing,exploringanddiscussing discusseshowseasonsaffecthisdaily animalsintheirnaturalhabitats(a life(clotheshewearsoractivitieshe birdnestinabush,butterflygarden,a plays). rottinglog,orapond). describesandexplainsanimal behaviors(abirdbuildinganest).

describescharacteristicsand differencesbetweenlivingandnon living. observesanddiscusseshuman growth(growthchartsatthe beginningoftheyearandagainatthe endofyear).

C. EarthandSpaceScienceSkills Prekindergartenchildrenareenthusiasticlearnersaboutearthandspace.Theyareintriguedbytheirlocal environment.Discoveringtheirplaceintheworldisexcitingandfunforthem.

ExamplesofChildBehaviors EndofPrekindergarten YearOutcomes Thechild: VI.C.1. Childidentifies, observes,discusses,andcompares compares,discusses earthmaterials(rocks,soil,andsand) earthmaterials,andtheir usinghandlenses,sieves,water,and propertiesanduses. balances. identifiestheimportanceofsoil, sunlight,air,andwatertoplant growth. discussesandexplainswaysearth materialsareusedforbuilding houses,roadconstruction,and decorativepurposes(theusesof ExamplesofInstructionalStrategies Theteacher: engageschildreninexamining, comparing,anddiscussingrocks,soil, water,andsandusingtoolssuchas handlenses,sieves,andbalances. providesoutdoorexperiencesfor childrentoobserve,explore,and discusshowrocksandothernatural materialsareusedbyhumans(soilin flowerbeds,rocksforconstruction).

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EndofPrekindergarten YearOutcomes

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rocks). Thechild: VI.C.2. Childidentifies,observes, observesanddiscussescharacteristics anddiscussesobjectsin ofcloudsandmakesrepresentations thesky. (fingerpaintingthecloudsinthesky). asksquestionsand/ormakes commentsaboutthesun,stars,and moon. investigateswhathappenstothings exposedtothesun(childrenget warmer;colorsarecreatedwhena prismhangsinawindow). Thechild: VI.C.3. Childobservesand observesanddescribeshowdifferent describeswhathappens items(rock,metal)respondtothe duringchangesinthe warmthofthesunoutsideonasunny earthandsky. dayoracold/cloudyday. explainswhathappensaftera weatherevent(erosionafterarain storm;movementsofleavesaftera windstorm). observes,records,andpredictsdaily weatherchanges(weathercharts). investigateswithobjectstoobserve whathappensduringawindyday (flyingakite). observesshadowsanddescribesthe relationshipbetweentheshadowand alightsource(sun,flashlight,lamp). investigatesanddrawsconclusions aboutshadows. observesseasonalchanges. Thechild: V1.C.4 Childdemonstratesthe discussesgreenpractices(water importanceofcaringfor conservation,cleanair,recycling,etc.) ourenvironmentandour engagesinconservationorrecycling planet. projects(notusingasmanypaper towels,usingbothsidesofthepaper). goesonatrashhunttocleanthe schoolyard.

Theteacher: engagesindiscussionsabout observingvariousobjectsinthesky (cloudsandtheirshapes;theposition ofthesunduringrecesstime). discussesthenightskyandcompares theobjectswiththedaysky.

Theteacher: discussesweatherandchangesinthe weather;includesdiscussionsabout whattowearwhentheweather changes(rain,sleet,snow,sun, seasonalchanges). providesopportunitiesfor observationsanddiscussions followingaweatherevent. engageschildrenininvestigatingwith objectsduringawindyday(flyinga kite). asksquestionstopredictwhat happenswhenthingsareexposedto thesun. providesopportunities,materials,and discusseswhenyouseeyourshadow andwhy(insidewithaflashlightor outsidewiththesun). Theteacher: engagesindiscussionsaboutwater conservation(duringhandwashing, teethbrushing,etc). discussestheschoolsorcommunitys recyclingprogramandencourages familiestopracticerecycling.

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D.PersonalSafetyandHealthSkills Prekindergartenchildrendemonstrateanunderstandingofhealthandsafetyissuesasitrelatestotheirdaily routinesandactivities.Childrenlearntomakehealthychoicesinnutritionandunderstandtheimportanceof wellbeingthroughexerciseandrest.

EndofPrekindergarten YearOutcomes ExamplesofChildBehaviors ExamplesofInstructionalStrategies

Thechild: VI.D.1. Childpracticesgood follows/usessafetyprocedureswhile habitsofpersonalsafety. usingcommontoolsandmaterials (glue,scissors,rulers,pencils, hammers,wood,safetygoggles). dramatizes/demonstratesan understandingoffiresafetyand shelterinplaceprocedures(stop, drop,roll;walkingtoanexitduring firedrills,etc). describespetsafetyandcare. VI.D.2. Childpracticesgood habitsofpersonalhealth andhygiene.

VI.D.3. Childidentifiesgood habitsofnutritionand exercise.

Theteacher: discussesandmodelssafety proceduresintheclassroomand duringoutdoortime. engageschildrenindramatizing safetyprocedures(practicesfireand emergencydrills,practicesholding scissorscorrectly,shelterinplace). discussespetownershipandsafety (wheneverpossibleprovidea classroompetforchildrentohelp withcaretakingresponsibilities). Thechild: Theteacher: coughsandsneezesintotheirelbows discussesgoodhabitsofpersonal (notcovertheirmouthwiththeir health. hands). modelsgoodhabitsofpersonal washeshandsafterusingthetoilet health. andbeforesnackandlunch. Thechild: Theteacher: identifiesanddiscussesnutritious engageschildrenincreatingcharts, healthysnacks. classmadebooks,andcollagesof healthyandnotsohealthyfoods. participatesinpreparinghealthy nutritioussnacks. modelsandprovideshealthysnacks andcookingexperiences. discussesthefactthatsome substancesarenotgoodforthebody. engageschildreninactiveplay, games,andexercise. demonstratesanunderstandingthat foodscanbegroupedasgo(good toeat),slow(sometimesfoods), andwhoafoods(leasthealthy). demonstratesanddiscussestheneed forexerciseandresttostayhealthy.

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VII.SOCIALSTUDIESDOMAIN
Socialstudiesconcentratesonthenatureofpeopleandtheirworld,theheritageofthepast,andcontemporary livingandculture.Socialstudiesisintegralbothtoyoungchildrenslivesandisofgreatinteresttothem.Driven byadesiretoknowandachievemasteryoverselfandtheirenvironment,childrenareeagertogain understandingofthemanyaspectsoftheircultureandenvironmentalworld,beginningwiththeirfamily,then movingtotheworldaroundthem.Throughsocialstudies,childrenbegintodeveloptheselfunderstandingthat willserveasafoundationforlearningaboutothersandtheworld.Although,allaspectsofeducationhavethe goalofpreparingchildrentobecomecontributingmembersofsociety,socialstudiesisparticularlywellsuitedto fostertheskillsandattitudesnecessaryforparticipationinademocracy.Skillssuchasproblemsolving, decisionmaking,andworkingindependently,aswellaswithothersinaclassroom,preparechildrentobecome fullyfunctioningcitizens. Prekindergartenchildrencomefromavarietyofculturalandlinguisticsettings;therefore,theirunderstanding oftheworldaroundthemcanbeuniqueandverydiverse.Itisimportanttorealizethatchildrenbringdifferent backgroundknowledgetotheclassroom,andthiswillundoubtedlyinfluencetheirunderstandingofsome conceptsinthesocialstudiesdomain.Therefore,itisimportanttoincorporateandhonorthechildshome, community,anddiversityintheirunderstandingandworldview.

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 VII.SOCIALSTUDIESDOMAIN A.People,PastandPresentSkills Prekindergartenchildrenareawareoftimeandbegintoorganizetheirlivesaroundit.Fouryearoldchildren learntodependoneventsandroutinesthatoccurinaregularandpredictableorder.Theybegintounderstand pasteventsandhowtheseeventsrelatetopresentandfutureactivities,demonstratingevidenceoftheir growingunderstandingoftime,change,andcontinuity.

Endof Prekindergarten YearOutcomes VII.A.1. Childidentifies similaritiesand differencesin characteristicsof people. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

VII.A.2. Childidentifies similaritiesand differencesin characteristicsof families.

Thechild: draws,paints,orcolorsabodyoutlineof herselfandaddscolorsforclothing,hair, andeyesthatmatchherown. sharesthatpeoplespeakdifferent languagesbyrespondingtotheteacher whilemakingagraphaboutdifferences theyhaveobserved(Howmanyspeak Korean?HowmanyspeakEnglish? HowmanyspeakSpanish?Howmany speaktwolanguages?). talksaboutfamilymembersandhowthey aredifferent,suchassomearetalleror olderthanothers. identifiessimilaritiesamongpeoplelike herselfandclassmatesaswellasamong peoplefromothercultures. Respectspeoplefromothercultures. Thechild: roleplaysavarietyoffamilymembersin thepretendplaycenterusingwordsand actions. duringcircletime,sharestheirfamily membersjobs. looksatpicturesorphotographsabout familiesandmakescommentssuchas,I have2sistersandyouhave1.

Theteacher: incorporatesculturalandethnicactivities andmaterialsintothecurriculumonan everydaybasisthroughreadingaloudor pretendplay. usesphotographsandpicturestodiscuss howpeoplearealikeanddifferent. providesaculturallysensitiveclassroom (asksfamiliestolistcelebrationsthey observe). invitesfamiliestosharefamily celebrationswiththeclass.

Thechild: VII.A.3. Childorganizestheir identifiescommoneventsandroutines lifearoundevents, (snacktime,storytime). time,androutines. categorizestimeintervalsusingwords (today,tomorrow,nexttime). connectspasteventstocurrentevents (linkingyesterdaysactivitywithwhatwill happentoday).

Theteacher: providesopportunitiesforplayordressup likemom,sister,dad,etc. encourageschildrentobringphotosof theirfamiliesanddiscusseswiththe childrenhowfamiliesarealikeand differentbymakingachart. encourageschildrensfamiliestovisitthe classroomandsharetheircustoms,music, andtraditions. Theteacher: discussesdailyroutinesandeventswith children(postingadailypictureschedule). askschildrentodescribetheirdayusing wordsliketoday,tomorrow,ornexttime. encourageschildrenduringmorning messagetolinkyesterdaysactivitieswith whatishappeningtoday(Look,boysand girls,itscloudytodaylikeyesterday. Whatdoyouthinktheweatherwillbelike today?).

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B.EconomicSkills Inprekindergarten,childrenlearnabouttheworldintheircommunity.Theyexploretherolesandrelationships ofconsumersandproducers,andbecomeawarethatpeopleproduceservicesaswellasgoods.Childrenlearn thattheircommunitybenefitsfrommanydifferentpeopleworkinginmanydifferentways.

Endof Prekindergarten YearOutcomes VII.B.1. Childdemonstrates thatallpeople needfood, clothing,and shelter. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

Thechild: looksatbooksofdifferentkindsof shelterandmakesajournalentryofa pictureofhisshelter. looksatbooksofdifferentkindsoffood andmakesajournalentryofpicturesof foodssheatefordinner. looksatbooksofdifferentclothingand makesajournalentrypictureofthe clothesheworetoschoolthatday.

VII.B.2. Childparticipatesin activitiestohelp thembecome awareofwhatit meanstobea consumer. VII.B.3. Childdiscussesthe rolesand responsibilitiesof community workers.

Thechild: participatesinbuyingitemsfoundinthe store/restaurantinthepretendplay center(Ihadenoughmoneytobuy2 apples,butnot3.). sharesexperienceswiththeother childrendetailingshoppingexperiences withtheirfamily. Thechild: identifiesschoolhelpers (principal/director,secretary,nurse, custodians,etc.)andexplainshowthey helpthechildorschool. pretendstobedifferentschoolhelpers duringplay. identifiescommunityhelpers(police officers,firefighters,paramedics,bus drivers,etc.) pretendstobedifferentcommunity helpersduringplay. participatesinthecreationofclass booksaboutschoolandcommunity helpers.

Theteacher: discussesandquestions,Whattypesof sheltersdopeoplelivein?Whatdoes shelterprovidetous?recording answersonchartpaper. showspicturesanddiscussesfoodsthat originatedfromdifferentculturesand asksthechildreniftheyhaveeaten thesefoods. readsabookduringcircletimeabout clothinganddiscusseswhyweneed clothing. Theteacher: providesappropriatematerials(cash register,receiptpad,plasticfooditems, hardwaregoods,etc.)tocreateastore orrestaurant. recordstheshoppingexperienceson chartpaperanddisplaysforthechildren tointeractwithlater. Theteacher: invitesschoolshelperstocomeinor takestheclasstovisitthemsothe helperscantellthechildrenabouttheir roleintheschool. Providesappropriateitemsforthe childrentopretendtobeschoolhelpers suchasbroom,mop,phone,notepads, bandaids,andcoldpack. invitescommunityhelperstocomeinor takestheclasstovisitthemsothe helperscantellthechildrenabouttheir roleinthecommunity. assiststhechildrenincreatingclass booksaboutschoolandcommunity helpers.

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C.GeographySkills Prekindergartenchildrenbegintothinkaboutgeographyusinglocationanddirection.Childrenusedirectiontolocate theirrelativepositioninspaceandtolocatetheirhomeandschoolintheircommunity. Endof ExamplesofChildBehaviors ExamplesofInstructionalStrategies Prekindergarten YearOutcomes Theteacher: Thechild: Vll.C.1. Childidentifiesand identifiescommonfeaturesinthehome discussescommonfeaturesinhome createscommon andschoolenvironment(Whatare andschoolenvironment(Thelibraryhas featuresinher thingsthatwehavebothathomeand books.Theplaygroundhasaswing.). immediate atschool?Thechildrenrespondwith createssimplerepresentationsofhome, environment. sinks,carpet,etc.). school,orcommunity(drawingsorblock constructions). questionschildrenscreationsofhome, school,andcommunity(askschildrento identifiescommonfeaturesofthelocal describetheirblockconstructionofthe landscape(houses,buildings,streets) playground.). bringsitemsrepresentingfamily encourageschildrentobuildtowns heritagefromhomeforshowandtell. usingblockstorepresentbuildings, houses,etc. discussesfamilyheritagesofstudentsin class,school,andcommunity(providing timeforshowandtell).

D.CitizenshipSkills Thechildbeginstounderstandimportantcustoms,symbols,andcelebrationsthatrepresentAmericanbeliefs andprinciplesandcontributetoournationalidentity.

Endof Prekindergarten YearOutcomes VII.D.1. Childidentifies flagsoftheUnited StatesandTexas. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

Thechild: Theteacher: identifies(bypointing)theUnitedStates displaysandidentifiestheUnitedStates flagwhenasked. andtheTexasflag. identifies(bypointing)theTexasflag encouragesthechildrentopaint/draw whenasked. theUnitedStatesflagandtheTexasflag onplainpaper,helpslabelwith comparesthesimilaritiesbetweenthe childrenshelpanddiscussesthe UnitedStatesflagandtheTexasflag. featuresoftheflags,labelsanddisplays discussesthedifferencesbetweenthe theflags. UnitedStatesandtheTexasflags. readsaloudappropriatebooksonflags andasksquestions(Wheredoyousee flags?Whatcolorsdoyouseeonthe flags?Whatshapesdoyousee?). encouragesvisitorstotheclassroom whoknowabouttheflag[suchas VFW(VeteransofForeignWars); representativesofcommunity organizations]todiscusstheimportance oftheflaganditspropercare.

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Endof Prekindergarten YearOutcomes VII.D.2. Childrecitesthe PledgeofAllegiance totheUnitedStates flagandthestate flagandobservesa momentofsilence*.

ExamplesofChildBehaviors

ExamplesofInstructionalStrategies

Thechild: participatesindailyPledgeofAllegiance activities. discusseswhythePledgeofAllegianceis said. discussesplacestheyhavesaidthepledge outsideofschool(ballgames,assemblies, etc).

VII.D.3. Thechildengagesin votingasamethod forgroupdecision making.

Thechild: votesinclassroomsdecisions(playing insidevs.playingoutside;singing Twinkle,TwinkleLittleStarvs.Five LittleMonkeys). reportstothegroup,timestheirfamily hasparticipatedinvoting. createsvotingsituationsindramaticplay center(askstheirfriendstovotewhether theywanttoplayhospitalorrestaurant).

Theteacher: modelsthePledgeofAllegiancewiththe children,rememberingtosaythewords slowlyandclearly. discussesthemeaningofthePledgeof Allegiancewithafocusonthatthepledge showsloveandloyaltytothecountry. encouragesvisitorstotheclassroomwho willpointouttheimportanceoftheflag suchasVFWrepresentatives. makesagraphofthedifferentplacesthe childrenhavesaidorheardthepledge recited(classroom,ballgames, assemblies,orTVevents). Theteacher: modelsandprovidessituationsforvoting (choosingabookforreadaloud;whereto haveplaytime;whichsongfordancing). sendsaletterhometofamiliestodiscuss theirvotingparticipation.Havechildren reporttotheclasswhileteacherrecords onchartpaper(Childsays,Mymom votedformayorlastyear.Shewenttomy sistersschooltovote.). reinforcestheideaofvotingasawayto resolveconflictduringcentertime. Theteacher: discussesfamilycustomsandtraditions. invitesfamiliesandcommunityvolunteers toclasstodemonstrateandexplain customsandtraditions.

VII.D.4. Thechildidentifies similaritiesamong peoplelikehimself andclassmatesas wellasamong himselfandpeople fromothercultures.

Thechild: explainsanddemonstratesfamily celebrations(drawsandwritesabout familyholidaysandcelebrations). participatesinclassdiscussesoffamily customsandtraditions(CincodeMayo, ChineseNewYear,etc).

*TEC25.082.SCHOOLDAY;PLEDGESOFALLEGIANCE:MINUTEOFSILENCE.(a)Aschooldayshallbeatleast sevenhourseachday,includingintermissionsandrecesses.(b)Theboardoftrusteesofeachschooldistrictshall requirestudents,onceduringeachschooldayateachschoolinthedistrict,torecite:(1)thepledgeofallegiance totheUnitedStatesflaginaccordancewith4U.S.C.Section4,anditssubsequentamendments;and(2)the pledgeofallegiancetothestateflaginaccordancewithSubchapterC,Chapter3100,GovernmentCode.(c)On writtenrequestfromastudentsparentorguardian,aschooldistrictshallexcusethestudentfromrecitinga pledgeofallegianceunderSubsection(b).(d)Theboardoftrusteesofeachschooldistrictshallprovideforthe observanceofoneminuteofsilenceateachschoolinthedistrictfollowingtherecitationofthepledgesof allegiancetotheUnitedStatesandTexasflagsunderSubsection(B).Duringtheoneminuteperiod,each studentmay,asthestudentchooses,reflect,pray,meditate,orengageinanyothersilentactivitythatisnot likelytointerferewithordistractanotherstudent.Eachteacherorotherschoolemployeeinchargeofstudents duringthatperiodshallensurethateachofthosestudentsremainssilentanddoesnotactinamannerthatis likelytointerferewithordistractanotherstudent.

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 VIII.FINEARTSDOMAIN A.ArtSkills Childrenexploreawidevarietyofmaterialsandmakediscoveriesaboutcolor,shape,andtexturethroughart experiences.Theylearntoexpresswhattheyknowandbegintorecognizehowothersexpressthemselves throughart.Theyalsobegintogaincontroloffinemotormusclesandpracticehandeyecoordination.

Endof ExamplesofChildBehaviors Prekindergarten YearOutcomes Thechild: VIII.A.1. Childusesavariety investigateswithavarietyofmaterials ofartmaterialsand (crayons,paint,clay,markers). activitiesforsensory manipulatesmodelingclaybyrolling, experienceand pinching,squeezing,patting,andcutting. exploration. mixescolorstomakeothercolors(redand yellowfingerpainttomakeorange). usesdifferentsizesofbrushestopaint. selectsavarietyofmaterialsintheart centerforexploration(paintingwith cottonswabsonpaper). commentsoncolors,shapes,space, textures,andobjectsintheenvironment. createsartworkinspiredbymusic. ExamplesofInstructionalStrategies

VIII.A.2. Childusesartasa formofcreativeself expressionand representation.

Theteacher: providesartmaterialsthatcanbeeasily adaptedforindependentparticipation (differentsizesofbrushes,differentcolors ofpaint,markers,modelingclay,cotton swabs,straws,etc.). rotatesmaterialsintheartcenterona regularbasis. providesopportunitiesforexplorationof therelationshipofspaceandobjectsas wellascolor,balance,texture,anddesign (opportunitiestoconstruct3dimensional designs). callschildrensattentiontoartwithinthe environment(colorsofaflower,markings onabutterflyswing,texturesonthe leavesofatree). providestimeduringthedayforchildren toindependentlyparticipate,engage,and experimentusingavarietyoftexturesof materials(centers). scaffoldschildrensthinkingaboutartistic explorationsbyaskingopenended questions(Whathappenedwhenyou mixedredandblue?). providesaspaceintheclassroomfor childrentodisplaytheirwork. Thechild: Theteacher: talksaboutwhatheisgoingtocreate(Im providestimeinthescheduleforchildren goingtopaintapictureofmyfamily.). todescribeanddemonstratework(show andtellatcircletime). describesownwork(Thisismeridingmy bike.). scaffoldschildrensthinkingaboutartistic creationsbyaskingopenendedquestions demonstratesstepsofcreatingownwork (Tellmeaboutyourpainting.). (FirstIrolledtheclayintoaball.ThenI ). exposeschildrentodifferentexamplesof art(collages,paintings,mosaics, createsdrawingsandpaintingsthat sculptures,posters). graduallybecomemorerealisticand detailed. allowschildrentouseavarietyof materialsforindividualcreativepiecesof usesavarietyofmaterialstocreateart art. forms. incorporatesartvocabulary(forms, developsavocabularytoshareopinions meanings,colors,textures,andshapes). aboutartisticcreationsandexperiences.
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Endof Prekindergarten YearOutcomes VIII.A.3. Childdemonstrates interestinand showsappreciation forthecreative workofothers.

ExamplesofChildBehaviors

ExamplesofInstructionalStrategies

Thechild: commentsontheartworkofaclassmate. respondstocommentsmadeby classmatesaboutapicture(Yes,Idrewa greenhousebecausethatismyfavorite color.). recognizesbooksillustratedbythesame illustrator. commentsonpicturesinbooks. exploresartfromavarietyofcultures.

Theteacher: displaysmanyexamplesofchildrens artwork. displaysart,sculptures,andartifactsthat arerepresentativeofvariouscultures. providesbooksandphotographsthat depictavarietyofartmedia(paints, pencils,paper)andartistsstyles. takeschildrentoartmuseumsorinvites localartiststotheclassroom. readsaloudandcallsattentiontothe illustrationsinbooks.

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VIII.FINEARTSDOMAIN B.MusicSkills Fouryeaoldchildrenexpressthemselvesthroughsingingandmovement,andbyplayingsimpleinstruments. Likeart,musicisaformofexperiencing,learning,andcommunicatingwithothers.Childrenlearntoexperiment withmusicconcepts,volume,tempo,andsound.Theybegintoappreciatedifferenttypesofmusic.

ExamplesofChildBehaviors Endof Prekindergarten YearOutcomes VIII.B.1. Thechild: Childparticipatesin singsalongwithfamiliarsongsduring classroommusic circletime(OldMcDonaldHada activities. Farm). singssongsaboutconceptslearnedin thecurriculum(singingaboutplanting seedswhenthethemeisgardening, transportationsongs,etc.). joinsinwithfamiliarfingerplays (EencyWeencySpider). playstheclassroommusical instruments(usesinstrumentstohelp retellastory,usesinstrumentsto representacharacterinastory). choosestolistentomusicduring centers. makesupandsingssongsduringthe day. createsownmusicalinstrumentsusing boxes,strings,rubberbands,andcans (propscanbeaddedtodramaticplayor inothercenters). sings/playssongsfromdifferent cultures. Thechild: VIII.B.2. Childrespondsto usesprops(scarves,streamers)to differentmusical createmovementstomusic. stylesthrough followsthebeatusingbodyandmusical movementand instruments(walksorjumpstothe play. beat). distinguishesbetweendifferenttypesof music(loud/soft,fast/slow,happy/sad, etc.). startsandstopsplayingofmusical instrumentswhenthemusicstartsor stops. describesandexpressesmoodswitha varietyofmusic. talksaboutdifferentstylesofmusic. ExamplesofInstructionalStrategies

Theteacher: providesrepetitionofsongsandfinger playstopromotefamiliarity. usesmusicorfingerplaysasasignalfor transitiontoanewactivity. providesopportunitiesforchildrento exploremusicalinstruments(drums, cymbals,triangles,maracas,etc.). providesopportunitiesforchildrento experiencedifferentstylesofmusic( jazz,rock,classical,andsongsfrom otherculturesandinotherlanguages). providesmaterialsforchildrentocreate owninstruments(boxes,strings,rubber bands,andcans).

Theteacher: exposeschildrentodifferentstylesand temposofmusicthroughgamesand activities. providesvariousprops(scarves, streamers)andopportunitiesfor musicalexploration. exposeschildrentomusicalexperiences throughconcerts. readsaloudbooksaboutmusic. providesmusicalopportunitieswitha varietyofmoodsforexpression.

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VIII.FINEARTSDOMAIN C.DramaticExpressionSkills Creativedramainprekindergarteninvolvesyoungchildreninexpressiveandspontaneousproductions.Children demonstratetheiruniqueinterpretationofmusic,songs,andstoriesthroughmovementanddramatic experiences.Theseexperiencescontributetochildrensabilitytocommunicatemoreeffectivelyandengagein cooperativeactivitywithothers.

Endof Prekindergarten YearOutcomes VIII.C.1. Childcreatesor recreatesstories, moods,or experiences throughdramatic representations. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

Thechild: dramatizesastoryreadaloud(afamiliar fairytale). engagesindramaticplaywith classmates(playsthepartofdifferent charactersinafamiliarbook). createspropstodramatizeastoryread aloudorrepresentmood. recreateseventsfromhisownlife. usesmovementstopantomime movementsofvariousanimals(moves likeanelephant,sneakslikeamouse) andtodevelopmotorskills. usesvoicetorepresentsoundtoactout charactersinastory(highandlow pitches).

Theteacher: rereadsbookstopromotefamiliarity. providesprops(cookingutensilssuchas tortillapresses,ladles,woks,steamers, chopsticks,baskets,etc.)fordramatic expressionthatreflectdiversityin gender,culture,andoccupations. providesopportunitiesforchildrento actoutfamiliarstories. providesavarietyofmaterialsfor childrentocreateownpropstorecreate storiesordramaticrepresentations. participatesindramaticplaywith children. exposeschildrentodramatic presentationsbycommunitytheater groupsorstudentgroups.

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IX.PHYSICALDEVELOPMENTDOMAIN
Learningisinextricablytiedupinactionsimplyperformingmotorskillsactuallyaltersbrainfunction.Research documentsdevelopmentalrelationshipsbetweenperception,action,andcognitioninwhichchildrens knowledgedevelopsfromtheiractions.Thus,learningrelatesdirectlytomobilityandmotorskills.Themotor developmentaldomaininfluencesmanyaspectsofchildrenssuccessincognitive,perceptual,andsocial developmentthatcasualobserversmightnotconsider.Movementisatthecenterofyoungchildrenslives.The developmentofcertainmotorskillsisthoughttodetermine,inpart,theemergenceofparticularperceptualand cognitiveabilities.Teachersshouldencouragechildrentodevelopgrossandfinemotorskillsandtostretchthe limitsoftheirphysicalcapacity.Physicalachievementshelpchildrentogainandmaintainselfconfidence, stability,andevencontributetosuchactivitiesasholdingapencilorcrayonandwriting.Running,hopping, startingandstopping,changingdirection,andcatchingandthrowingaretheprerequisitesforthegamesof middlechildhoodthatfurtheradvancechildrenscognitiveandsocialdevelopment.Theteachershouldbea goodrolemodelbyparticipatingasmuchaspossiblewiththeseactivities.Vigorouslyinteractingwithchildren notonlysetsagoodexampleofphysicalactivity,butalsoresultsinchildrensshowingsignsofimprovedmental healthandemotionalstatusandcloserteacherchildrelationships.Activitiestodevelopphysicalskillandrefine motordevelopmentcanbeincludedinearlychildhoodeducationanddevelopmentenvironmentsthrough gamesandgroupplay.Rhythmic,stability,locomotor,andmanipulativeskillsareimportantandcanbe addressedinanumberofways.Mostimportantly,though,theseactivitiesshouldmakeameaningfullinkwith social,emotional,andcognitivedevelopment.Physicalactivitynotonlypromotescognitionbutalsocan enhancechildrenssocialskillsandselfesteemthroughgroupparticipation.Free,unstructuredoutdoorplayas ameansofdevelopinggrossmotor,finemotorandsensoryskillsisvaluabletochildrensoverallwellbeing.

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 IX.PHYSICALDEVELOPMENTDOMAINAREA A.GrossMotorDevelopmentSkills Childrenexploretheirphysicalspaceandunderstandhowtheirbodiesfunctioninspacethroughactive movementexperiences.Locomotorskillsaredevelopedfirst,followedbystability(turning,twisting,balancing, dodging)andmanipulative(throwing,catching,kicking,striking)motorskills.Grossmotordevelopmentrequires thoughtanddeliberatemovement.Fouryearoldchildrendevelopgreatercontrolofgrossmotormanipulative movementsthatinvolvegivingforcetoobjectsandreceivingforcefromobjects.

Byaround48 MonthsofAge Childhasmastered basicskillsof running,jumping, climbing,and pedaling. Endof Prekindergarten YearOutcomes IX.A.1. Child demonstrates coordinationand balancein isolation(may notyet coordinate consistentlywith apartner). ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: providestimeandspacefor physicalactivities. modifiesactivitiesand equipmentaccordingtothe needsofindividualchildren. providesactivitiesthatcross themidlineofthebody (huggingoneselfbycrossing arms;reachingforobjects withonlyonehandatatime; etc.). participateswithchildrenin movementgames. playsgamessuchasRed Light,GreenLight." Theteacher: providesavarietyof movementactivities. providestimeandspacefor childrentoparticipatein grossmotormovements. modifiesactivitiesand equipmenttomeettheneeds ofindividualchildren. playsgamesthatinclude motoractivities(Followthe Leader;FreezeTag;Red Light,GreenLight). providesoutdoorequipment (differentsizeballsfor catching,throwing,and kicking)tostimulateavariety ofskills. providesequipment(bean bagstotossintoabasket, obstaclecoursesusing tunnels,largecardboard
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Thechild: maintainsbalancewhile walkingonabalancebeamor standingononefoot. hopsononefoot,walks,jogs, jumps,andgallops. carriesabowlorplateof objectsfromonespotto another. coordinateslegandbody movementstosustain swingingonaswing. movesandstopswithcontrol overspeedanddirection (movesbackandforth,sideto side). Thechild: Childengagesin IX.A.2. movement Childcoordinates moveswithinaspaceof sequenceswithadult sequenceof definedboundaries,changing prompts. movementsto bodyconfigurationto performtasks. accommodatethespace (movingthroughanobstacle course). movesbodyintopositionto catchorkickaball. usesaxialmovementssuchas reaching,twisting,turning, andbending. participatesingroupgames involvingmovement(Hokey, Pokey). movesfromonespaceto anotherinavarietyofways (running,jumping,hopping, skipping). movesinrhythmtosimple tunesandmusicpatterns.

Byaround48 MonthsofAge

Endof Prekindergarten YearOutcomes

ExamplesofChildBehaviors

ExamplesofInstructional Strategies boxes,etc.)forindoorgross motoractivities. usesgamesandsongsthat involvemovementand exercise(CDs;SkiptoMy Lou). includesdailywarmup exercisessuchasstretching, jumpingjacks,runningin placeduringtheday. participatesingameswith children.

B.FineMotorDevelopmentSkills Finemotormanipulativemovementsinvolveobjecthandlingactivitiesthatemphasizemotorcontrol,precision, andaccuracyofmovement.Usingacomputermouse,cuttingwithscissors,anddrawingarethefoundational skillsneededforthedemandsofhandwritingandothersmallmotorskillsinlaterschoolyears.

Byaround48 MonthsofAge Childexperiments withavarietyoffine motortasksbutmay lackstrengthand control. Endof Prekindergarten YearOutcomes IX.B.1. Childshows controloftasks thatrequire smallmuscle strengthand control. ExamplesofChildBehaviors ExamplesofInstructional Strategies Theteacher: providesavarietyoftoolsin variouscentersforchildren touse(dramaticplaycenter eggbeaters,tongs; manipulativecenterlinking cubes;sciencecentertongs, eyedroppers). plansactivitiesthatbuild smallmusclestrengthand control(tornpapercollages, cookiecuttersinmodeling clay,makingdecorative jewelry,painting).

Childshows emergingproficiency ontasksrequiring eyehand coordination(draws picturesrecognizable tochildbutnot others,cutswith scissorsbutmaynot cutalltheway acrossapage).

IX.B.2. Childshows increasing controloftasks thatrequireeye hand coordination.

Thechild: manipulatesandshapes modelingclay. usespincercontrol(grasps smallobjectsbetweenthumb andindexfinger)to manipulatetools(tweezers, eyedroppers)and manipulatives(linkingcubes). useshandsandfingersto manipulatevariousclassroom materials(placingcapsonand offmarkers;usingvarioussize brushestopaintattheeasel). holdsdrawingandwriting utensilsinamore conventionalgrasp(with fingersinsteadoffist). Thechild: putstogetherpuzzleswith interlockingpieces. accomplishesselfhelptasks (buttoning,zipping,snapping). stringssmallbeads. completeslacingcards. drawsrecognizablepictures andshapes.

Theteacher: providesmaterialsinthe classroomthatencourage childrentopracticeeyehand coordination(dramaticplay centerdressingdolls; manipulativecentervariety ofbeadsandlaces;block centervarietyofblock shapes;artcenterscissors). plansactivitiesthatbuildeye
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handcoordination(string macaroniforanecklace;use gluesticksforcollages). providestimeforpracticeof finemotorskills(centers). encourageschildrento practiceselfhelpskillssuchas buttoningandzippingown clothing.

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X.TECHNOLOGYAPPLICATIONSDOMAIN
Youngchildrenhavemuchtogainfromtheuseoftechnology.Inprekindergarten,theyexpandtheirabilityto acquireinformation,solveproblems,andcommunicatewithothers.Regularaccessandexposuretocomputers andrelatedtechnologycanenhancethislearning.Childrenuseengaging,ageappropriate,andchallenging software;andtechnologytoextendtheirknowledgeandtoenrichtheirlearningofcurriculumcontentand concepts.Thesetechnologiesserveasimportantlearningtoolsandareintegratedthroughouttheinstructional program.Providingaccesstoavarietyoftechnologiesiscriticalinthedevelopmentof21stcenturyskillsthat youngchildrenneedtolearnandgrow. X.TECHNOLOGYAPPLICATIONSDOMAIN A.TechnologyandDevicesSkills Childrenlearnhowtechnologycanenhanceourlives.Technologyincludescomputers,voice/soundrecorders, televisions,digitalcameras,personaldigitalassistants,andMP3devicesoriPODs.Surroundedbytechnology, childrencanbenefitfrombecomingawareofandinteractingwithvoice/soundrecordersandothertechnology thatmaybeavailable.Theydeveloptechniquesforhandlingandcontrollingvariousdevices,becoming increasinglyconfidentandindependentusersofageappropriatetechnologies.
Endof Prekindergarten YearOutcomes X.A.1. Childopensand navigatesthrough softwareprograms designedto enhance developmentof appropriate concepts. ExamplesofChildBehaviors ExamplesofInstructionalStrategies

Thechild: followsbasicoralorvisualcuesfor operatingprogramssuccessfully. listenstoandinteractswithstorybooks andinformationtexts(multimedia encyclopedia)inelectronicforms.

X.A.2. Childusesand namesavarietyof computerinput devices,suchas mouse,keyboard, voice/sound recorder,touch screen,CDROM. X.A.3. Childoperates voice/sound recordersand touchscreens.

Thechild: movesanddoubleclicksthemouseto interactwithsoftwareprograms. usesterminologytodescribeworkon computer.

Theteacher: providestimeandtechnologyfor childrentouse. modelsuseofcomputersandsoftware usingbasicoralorvisualcues. providesavarietyofsoftwarepackages withaudio,video,andgraphicsto enhancelearningexperiences (improvingvocabulary;increasing phonologicalawareness;creating originalworks). Theteacher: providesinstructionandpracticetimeto enablethechildtomasterthisskillusing theappropriateterminologyand vocabulary.

Thechild: usesvoice/soundrecordingandtouch screendevicesappropriately. insertsandplaysCDtolistentosongs.

Theteacher: modelsanddiscusseshowtouse voice/soundrecordingandtouchscreen devices. providesaCDortaperecorderfor childrentouseduringindependentplay.

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X.A.4. Childusessoftware applicationsto createandexpress ownideas.

X.A.5. Childrecognizes thatinformationis accessiblethrough theuseof technology.

Thechild: createswritingsanddrawingsusing software. usesavarietyofsoftwarepackageswith audio,video,andgraphicstoenhance learningexperiences(improving vocabulary;increasingphonological awareness). Thechild: learnsnewinformationthrough interactionwithtechnology.

Theteacher: modelsanddiscusseshowtouse software. providestimeforchildrentointeract withdifferentprograms.

Theteacher: modelsanddiscusseswhenandhowto obtaininformationfromwebsites.

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APPENDICES

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ExpandedResearchCommittee
StateCenterforEarlyChildhoodDevelopment SusanLandry,Ph.D. SusanGunnewig,M.Ed. BeverlyReed,M.Ed. SonyaCoffey,M.Ed. CathyGuttentag,Ph.D. StevenA.Hecht,Ph.D. LillaDaleMcManis,Ph.D. EmilySolari,Ph.D. JasonAnthony,Ph.D. TexasEducationAgency GinaS.Day GeorginaGonzalez SusieCoultress LilieElizondoLimas Consultants GlendaHarrison JanHedrick EdnaNavarro MaryHobbs,Ph.D. Contributors KaitlinGuthrow EarlyChildhoodConsultant,Austin JudyWillgren TexasDepartmentofHealthandSafety,RaisingTexas MaryJaneGome EarlyChildhoodManager,Houston DellaFrye HeadStart/EarlyChildhood,Lubbock SusanHoff CEOChildCareGroup,Dallas DebbieSimpsonSmith,Ph.D. SanJacintoCollege,Pasadena GabeColeman Principal,MartinLutherKingEarlyCC,Houston DeputyAssociateCommissionerStateInitiatives DirectorBilingual/ESLUnit AssistantDirectorBilingual/ESLUnit ProgramManagerSchoolReadinessandPartnerships

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TexasPrekindergartenGuidelines2008ExpertPanel
LeadResearchers Specialthanksareextendedtothefollowingleadresearchersfortheirexpertise: ElsaCrdenasHagan,Ph.D. ELL/BilingualValleySpeechLanguageandLearningCenter,Texas ElizabethPna,Ph.D. ELL/BilingualUniversityofTexasatAustin AnneE.Cunningham,Ph.D. PreLiteracyUniversityofCaliforniaatBerkeley CeleneE.Domitrovich,Ph.D. Social/EmotionalPennsylvaniaStateUniversity SaraE.RimmKaufman,Ph.D. Social/EmotionalUniversityofVirginia StevenA.Hecht,Ph.D. MathematicsUniversityofTexasHealthScienceCenteratHouston AliceKlein,Ph.D. MathematicsUniversityofCaliforniaatBerkeley PrenticeStarkey,Ph.D. MathematicsUniversityofCaliforniaatBerkeley LauraJustice,Ph.D. Language/VocabularyOhioStateUniversity KathleenA.Roskos,Ph.D. Language/VocabularyJohnCarrollUniversity

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Texas Prekindergarten Guidelines Copyright Notice Copyright 2008 The University of Texas System and Texas Education Agency. Permission for in-State, Texas uses: These Guidelines were developed at public expense to benefit Texas public school districts, Texas approved charter schools, Texas regional education service centers and other Pre-K Texas entities. Residents of and entities operating within the State of Texas may freely copy, distribute, create derivative products based on and publicly display and perform these Guidelines (use the Guidelines) for the intended beneficiaries. All other uses (non-Texas uses) require the express permission of the copyright owners. For information, please contact the University of Texas Health Science Center at Houston, Office of Technology Management, by telephone at 713-550-3369, or by email at otm@uth.tmc.edu.

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