Gold Progressions en

Objectives for Development & Learning
SocialEmotional Language
1. Regulates own emotions and behaviors 8. Listens to and understands increasingly
a. Manages feelings complex language
b. Follows limits and expectations a. Comprehends language
c. Takes care of own needs appropriately b. Follows directions
2. Establishes and sustains positive relationships 9. Uses language to express thoughts and needs
a. Forms relationships with adults a. Uses an expanding expressive vocabulary
b. Responds to emotional cues b. Speaks clearly
c. Interacts with peers c. Uses conventional grammar
d. Makes friends d. Tells about another time or place
3. Participates cooperatively and constructively 10. Uses appropriate conversational and other
in group situations communication skills
a. Balances needs and rights of self and others a. Engages in conversations
b. Solves social problems b. Uses social rules of language
Physical Cognitive
4. Demonstrates traveling skills 11. Demonstrates positive approaches to learning
5. Demonstrates balancing skills a. Attends and engages
b. Persists
6. Demonstrates gross-motor manipulative skills c. Solves problems
7. Demonstrates fine-motor strength d. Shows curiosity and motivation
and coordination e. Shows flexibility and inventiveness in thinking
a. Uses fingers and hands 12. Remembers and connects experiences
b. Uses writing and drawing tools a. Recognizes and recalls
b. Makes connections

13. Uses classification skills
14. Uses symbols and images to represent something
not present
a. Thinks symbolically
b. Engages in sociodramatic play
Objectives for Development & Learning: Birth Through Kindergarten

Literacy Science and Technology
15. Demonstrates phonological awareness 24. Uses scientific inquiry skills
a. Notices and discriminates rhyme 25. Demonstrates knowledge of the characteristics
b. Notices and discriminates alliteration
of living things
c. Notices and discriminates smaller and smaller
units of sound 26. Demonstrates knowledge of the physical
properties of objects and materials
16. Demonstrates knowledge of the alphabet
a. Identifies and names letters 27. Demonstrates knowledge of Earths environment
b. Uses lettersound knowledge 28. Uses tools and other technology to perform tasks
17. Demonstrates knowledge of print and its uses
a. Uses and appreciates books Social Studies
b. Uses print concepts
29. Demonstrates knowledge about self
18. Comprehends and responds to books
and other texts 30. Shows basic understanding of people and
a. Interacts during read-alouds and book how they live
conversations 31. Explores change related to familiar people
b. Uses emergent reading skills or places
c. Retells stories
32. Demonstrates simple geographic knowledge
19. Demonstrates emergent writing skills
a. Writes name
b. Writes to convey meaning The Arts
33. Explores the visual arts
Mathematics 34. Explores musical concepts and expression
20. Uses number concepts and operations 35. Explores dance and movement concepts
a. Counts 36. Explores drama through actions and language
b. Quantifies
c. Connects numerals with their quantities
English Language Acquisition
21. Explores and describes spatial relationships
and shapes 37. Demonstrates progress in listening to and
a. Understands spatial relationships understanding English
b. Understands shapes 38. Demonstrates progress in speaking English
22. Compares and measures
23. Demonstrates knowledge of patterns
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Objective 1 Regulates own emotions and behaviors
a. Manages feelings
Not Yet 1 2 3 4 5 6 7 8 9
Uses adult support to calm self Comforts self by seeking out Is able to look at a situation Controls strong emotions in an
Calms self when touched special object or person differently or delay appropriate manner most of
gently, patted, massaged, Gets teddy bear from cubby gratification the time
rocked, or hears a soothing when upset When the block area is full, Asserts, Im mad. Youre not
voice Sits next to favorite adult looks to see what other areas sharing the blocks! Im going
Turns away from source of when sad are available to play with the ramps.
overstimulation and cries, but Scowls and says, I didnt get Says, Im so excited! Were
is soothed by being picked up to paint this morning. Pauses going to the zoo today! while
and adds, I have an idea. I jumping up and down
can paint after snack.
b. Follows limits and expectations
Not Yet 1 2 3 4 5 6 7 8 9
Responds to changes in an Accepts redirection from Manages classroom rules, Applies rules in new but
adults tone of voice and adults routines, and transitions with similar situations
expression Moves to the sand table at occasional reminders Walks and uses a quiet voice
Looks when adult speaks in a suggestion of adult when Indicates that only four in the library
soothing voice there are too many at the art persons may play at the Runs and shouts when on a
Appears anxious if voices are table water table field trip to the park
loud or unfamiliar Initially refuses to go inside Cleans up when music is Listens attentively to a guest
Touches the puddle of but complies when the played speaker
water when adult smiles teacher restates the request Goes to rest area when lights
encouragingly are dimmed

Objective 1 Regulates own emotions and behaviors
c. Takes care of own needs appropriately
Not Yet 1 2 3 4 5 6 7 8 9
Indicates needs and wants; Seeks to do things for self Demonstrates confidence in Takes responsibility for own
participates as adult attends Asserts own needs by meeting own needs well-being
to needs pointing, gesturing, or talking Washes hands and uses towel Completes chosen task
Cries to show discomfort, Holds hands under faucet to dry Waits for turn to go down
hunger, or tiredness and waits for adult to turn on Stays involved in activity of slide
Opens mouth when food is water choice Creates a Do not touch sign
offered Tries to zip jacket, but throws Uses materials, utensils, and for construction
Raises knees to chest when on to ground in frustration brushes appropriately Tells why some foods are
back for diaper changing Attempts to clean up toys Takes off coat and hangs it up good for you
Pulls off own socks Puts away toys Takes care of personal
Raises arms while being lifted Volunteers to feed the fish belongings
out of buggy

Objective 2 Establishes and sustains positive relationships
a. Forms relationships with adults
Not Yet 1 2 3 4 5 6 7 8 9
Demonstrates a secure Uses trusted adult as a secure Manages separations without Engages with trusted adults as
attachment to one or more base from which to explore the distress and engages with resources and to share mutual
adults world trusted adults interests
Appears uneasy when held by Moves away from a trusted Waves good-bye to mom and Talks with teacher every day
a stranger but smiles broadly adult to play with a new toy joins speech therapist in a about their pets
when mom enters room but returns before venturing board game Brings in photos of home
Calms when a familiar adult into a new area Accepts teachers explanation garden to share with teacher
offers appropriate comfort Looks to a trusted adult of why she is leaving the room who also has a garden
Responds to teacher during for encouragement when and continues playing
caregiving routines exploring a new material or
physical space
b. Responds to emotional cues
Not Yet 1 2 3 4 5 6 7 8 9
Reacts to others emotional Demonstrates concern about Identifies basic emotional Recognizes that others
expressions the feelings of others reactions of others and their feelings about a situation
Cries when hears an adult use Brings a crying childs blanket causes accurately might be different from his or
an angry tone of voice to him Says, Shes happy because her own
Smiles and turns head to look Hugs a child who fell down her brother is here. Hes Says, I like riding fast on the
at person laughing sad because his toy broke. trike, but Tim doesnt.
Gets an adult to assist a child
Moves to adult while watching who needs help Matches a picture of a happy Shows Meir a picture of
another child have a tantrum face with a child getting a a dinosaur but doesnt
present or a sad face with a show it to Lucy because he
picture of a child dropping the remembers that shes afraid of
banana she was eating dinosaurs

Objective 2 Establishes and sustains positive relationships
c. Interacts with peers
Not Yet 1 2 3 4 5 6 7 8 9
Plays near other children; uses Uses successful strategies for Initiates, joins in, and sustains Interacts cooperatively in
similar materials or actions entering groups positive interactions with a groups of four or five children
Sits next to child playing an Watches what other children small group of two to three Works on tasks with others
instrument are doing for a few minutes children toward a common goal
Imitates other children and then contributes an idea Sees group pretending to ride Plays and works together for
building with blocks Asks, Can I run with you? a bus and says, Lets go to extended periods of time
the zoo on the bus.
Looks at other childs painting
and chooses the same color Enters easily into ongoing
group play and plays
cooperatively
d. Makes friends
Not Yet 1 2 3 4 5 6 7 8 9
Seeks a preferred playmate; Plays with one or two preferred Establishes a special Maintains friendships for
shows pleasure when seeing a playmates friendship with one other several months or more
friend Builds block tower with child, but the friendship might Finds her friends favorite
Leaves library area to greet another child during choice only last a short while purple marker and gives it
another child upon his arrival time and then looks at books Talks about having friends to her
Seeks preferred child to sit with same child later in the and what friends do together Works through a conflict
next to at group time day and remains friends after a
Seeks out particular friend
Joins same two friends for for selected activities on a disagreement
several days to play a running regular basis
game outside

Objective 3 Participates cooperatively and constructively in group situations
a. Balances needs and rights of self and others
Not Yet 1 2 3 4 5 6 7 8 9
Responds appropriately to Takes turns Initiates the sharing of Cooperates and shares ideas
others expressions of wants Waits behind another child at materials in the classroom and and materials in socially
Gives another child a ball the water fountain outdoors acceptable ways
when asked Says, Its your turn now; the Gives another child the gold Leaves enough space for
Makes room on the sofa for a timer is up. marker to use but asks to use someone else to work at the
child who wants to look at the it again when the other is done table
book with him Invites another child to pull Pays attention to group
the wagon with her discussions, values the ideas
of others, and contributes own
ideas in a respectful manner
b. Solves social problems
Not Yet 1 2 3 4 5 6 7 8 9
Expresses feelings during a Seeks adult help to resolve Suggests solutions to social Resolves social problems
conflict social problems problems through negotiation and
Screams when another child Goes to adult crying when Says, You ride around the compromise
touches his crackers someone takes the princess track one time, then Ill take Says, If I let you use the ruler,
Gets quiet and looks down dress she wanted to wear a turn. will you let me use the hole-
when another child pushes her Calls for the teacher when Says, Lets make a sign to punch?
another child grabs the play keep people from kicking our Responds, Hey, I know! You
dough at the same time he sand castle like we did in the two can be the drivers to
does block area. deliver the pizza.
Asks teacher to make a
waiting list to use the new toy

Objective 4 Demonstrates traveling skills
Not Yet 1 2 3 4 5 6 7 8 9
Moves to explore immediate Experiments with different Moves purposefully from place Coordinates complex
environment ways of moving to place with control movements in play and games
Rolls over several times to Walks across room Runs Runs smoothly and quickly,
get toy Uses a hurried walk Avoids obstacles and people changes directions, stops and
Crawls while moving starts quickly
Walks backwards
Cruises Starts and stops using Steers wheelchair into small
Pushes riding toy with feet playground spaces
Takes a few steps while steering wheelchair
Walks up and down stairs Jumps and spins
Takes steps, pushing a Uses a walker to get to the
push-toy or chair table alternating feet Moves through obstacle course
Moves from crawling to sitting Marches around room Climbs up and down on Gallops and skips with ease
and back again playground equipment Plays Follow the Leader
Rides tricycle using pedals using a variety of traveling
Gallops, but not smoothly movements

Objective 5 Demonstrates balancing skills
Not Yet 1 2 3 4 5 6 7 8 9
Balances while exploring Experiments with different Sustains balance during simple Sustains balance during
immediate environment ways of balancing movement experiences complex movement
Sits propped up Squats to pick up toys Walks forward along sandbox experiences
Rocks back and forth on Stands on tiptoes to reach edge, watching feet Hops across the playground
hands and knees something Jumps off low step, landing on Hops on one foot then the
Sits a while and plays with Gets in and out of a chair two feet other
toys Kneels while playing Jumps over small objects Walks across beam or
Sits and reaches for toys Holds body upright while sandbox edge forward and
Straddles a taped line on the backwards
without falling floor moving wheelchair forward
Attempts to jump rope
Sidesteps across beam or
sandbox edge

Objective 6 Demonstrates gross-motor manipulative skills
Not Yet 1 2 3 4 5 6 7 8 9
Reaches, grasps, and releases Manipulates balls or similar Manipulates balls or similar Manipulates balls or similar
objects objects with stiff body objects with flexible body objects with a full range of
Reaches for object movements movements motion
Pushes ball Carries a large ball while Throws a ball or other object Steps forward to throw ball
moving Traps thrown ball against body and follows through
Drops objects
Flings a beanbag Tosses beanbag into basket Catches large ball with both
Grasps a rolled ball or other hands
object with two hands Throws a ball or other object Strikes a balloon with large
by pushing it with both hands paddle Strikes stationary ball
Bats or swipes at a toy
Catches a large, bounced ball Kicks ball forward by stepping Bounces and catches ball
against body with straight arms or running up to it Kicks moving ball while
Kicks a stationary ball running

Objective 7 Demonstrates fine-motor strength and coordination
a. Uses fingers and hands
Not Yet 1 2 3 4 5 6 7 8 9
Reaches for, touches, and holds Uses fingers and whole-arm Uses refined wrist and finger Uses small, precise finger and
objects purposefully movements to manipulate and movements hand movements
Bats or swipes at a toy explore objects Squeezes and releases tongs, Uses correct scissors grip
Transfers objects from one Places shape in shape sorter turkey baster, squirt toy Attempts to tie shoes
hand to another Points at objects and pokes Snips with scissors Pushes specific keys on a
Releases objects voluntarily bubbles Strings large beads keyboard
Rakes and scoops objects to Releases objects into Pours water into containers Arranges small pegs in
pick them up containers pegboard
Pounds, pokes, squeezes,
Picks up food with fingers and Uses spoon and sometimes rolls clay Strings small beads
puts in mouth fork to feed self
Buttons, zips, buckles, laces Cuts out simple pictures and
Bangs two blocks together Dumps sand into containers shapes, using other hand to
Uses hand motions for Itsy
Crumbles paper Unbuttons large buttons Bitsy Spider move paper
Rotates knobs Turns knobs to open doors Cuts food
Tears paper Uses eating utensils Builds a structure using small
Legos
Sews lacing cards
Cuts along straight line
b. Uses writing and drawing tools
Not Yet 1 2 3 4 5 6 7 8 9
Grasps drawing and writing Grips drawing and writing tools Holds drawing and writing tools Uses three-point finger grip
tools, jabbing at paper with whole hand but may use by using a three-point finger grip and efficient hand placement
whole-arm movements to make but may hold the instrument too when writing and drawing
marks close to one end

Objective 8 Listens to and understands increasingly complex language
a. Comprehends language
Not Yet 1 2 3 4 5 6 7 8 9
Shows an interest in the Identifies familiar people, Responds appropriately to Responds appropriately to
speech of others animals, and objects when specific vocabulary and simple complex statements, questions,
Turns head toward people who prompted statements, questions, and vocabulary, and stories
are talking Picks up cup when asked, stories Answers appropriately when
Recognizes familiar voice Wheres your cup? Finds his favorite illustration asked, How do you think
before the adult enters the Goes to sink when told to wash in a storybook when asked the car would move if it had
room hands Listens to friend tell about cut square wheels?
Looks at favorite toy when Touches body parts while finger and then goes to the Builds on ideas about how to
adult labels and points to it singing Head, Shoulders, dramatic play area to get a fix the broken wagon
Knees, and Toes. Band-Aid Acts out the life cycle of a
Responds to own name
Responds using gestures to butterfly after the teacher
compare the sizes of the three reads a story about it
leaves
b. Follows directions
Not Yet 1 2 3 4 5 6 7 8 9
Responds to simple verbal Follows simple requests not Follows directions of two Follows detailed, instructional,
requests accompanied by accompanied by gestures or more steps that relate multistep directions
gestures or tone of voice Throws trash in can when to familiar objects and Follows instructions for
Waves when mother says, asked, Will you please throw experiences navigating a new computer
Wave bye-bye, as she waves this away? Washes and dries hands after program
her hand Puts the balls in the basket being reminded about the Follows teachers guidance:
Covers eyes when adult when told, Put all the balls in hand-washing sequence To feed the fish, first get the
prompts, Wheeeeres Lucy? the basket, please. Completes a sequence of fish flakes. Open the jar and
Drops toy when teacher Goes to cubby when teacher tasks, Get the book bin and sprinkle a pinch of food on the
extends hand and says, says, Its time to put coats on put it on the table. Then bring water. Finally, put the lid on
Please give it to me. to go outside. the paper and crayons. the jar and put it back on the
shelf.

Objective 9 Uses language to express thoughts and needs
a. Uses an expanding expressive vocabulary
Not Yet 1 2 3 4 5 6 7 8 9
Vocalizes and gestures to Names familiar people, animals, Describes and tells the use of Incorporates new, less familiar
communicate and objects many familiar items or technical words in everyday
Coos and squeals when happy Says, Nana, when When making pancakes, says, conversations
Cries after trying several times grandmother comes into the Here is the beater. Let me Uses a communication device
to get toy just out of reach room beat the egg with it. to say, My bird went to the
Names the cow, horse, Responds, We used the big, vet. He has a disease. Hes
Waves hands in front of face losing his feathers.
to push away spoon during a chicken, pig, sheep, and goat red umbrella so we both could
feeding as she sees them on the trip to get under it. Says, Im not sure I can put it
the farm together. Its complicated.
Uses hand gestures to sign or
indicate more
b. Speaks clearly
Not Yet 1 2 3 4 5 6 7 8 9
Babbles strings of single Uses some words and word-like Is understood by most people; Pronounces multisyllabic or
consonant sounds and sounds and is understood by may mispronounce new, long, unusual words correctly
combines sounds most familiar people or unusual words Says, Oh, that one has layers,
Says, M-m-m; D-d-d Refers to grandma as Says, I saw ants and a its a sedimentary rock.
Says, Ba-ba-ba Gum-gum hoppergrass (grasshopper) Says, What does ostracize
Babbles with sentence-like Asks, Where bankit? and a Speaks so is understood by mean? after hearing the word
intonation friend brings his blanket to him the school visitor read in Abiyoyo
Says, No go! to indicate she
doesnt want to go inside

Objective 9 Uses language to express thoughts and needs
c. Uses conventional grammar
Not Yet 1 2 3 4 5 6 7 8 9
Uses one- or two-word Uses three- to four-word Uses complete, four- to six- Uses long, complex sentences
sentences or phrases sentences; may omit some word sentences and follows most grammatical
Asks, More? words or use some words Says, I chose two books. rules
incorrectly Says, We are going to the zoo
Says, Daddy go. Says, We are going to the
Says, Bed no go. zoo. to see the animals. Well learn
Uses one word, Juice, to where they live and what they
mean, I want some juice. Says, Daddy goed to work. Says, Momma came and we eat.
Responds, I want banana, went home.
when asked what she wants Notices when sentences
for snack do not make sense; tries to
correct them
d. Tells about another time or place
Not Yet 1 2 3 4 5 6 7 8 9
Makes simple statements Tells simple stories about Tells stories about other times Tells elaborate stories that refer
about recent events and objects, events, and people not and places that have a logical to other times and places
familiar people and objects present; lacks many details order and that include major Dictates an elaborate story of
that are not present and a conventional beginning, details her recent visit to the bakery,
Says, Got shoes. middle, and end Tells about past experiences, including details of who, what,
Dictates a simple story with reporting the major events when, why, and how
Hears helicopter, stops and
says, copter. few connections between in a logical sequence Tells many details as he acts
characters and events Says, I went to the shoe store out his recent trip to the shoe
Tells, Gran lives far away.
Says, Ive got new shoes. with Gran. I got two pairs of store
I went to the shoe store. new shoes.

Objective 10 Uses appropriate conversational and other communication skills
a. Engages in conversations
Not Yet 1 2 3 4 5 6 7 8 9
Engages in simple back-and- Initiates and attends to brief Engages in conversations of at Engages in complex, lengthy
forth exchanges with others conversations least three exchanges conversations (five or more
Coos at adult who says, Says, Doggy. Teacher Stays on topic during exchanges)
Sweet Jeremy is talking. He responds, You see a doggy. conversations Offers interesting comments
coos again, and adult imitates Child says, Doggy woof. Maintains the conversation with communication device
the sounds Asks teacher, Home now? by repeating what the other Extends conversation by
Shakes head for no; waves Teacher responds, Yes, Im person says or by asking moving gradually from one
bye-bye leaving to go home. questions topic to a related topic
Joins in games such as Looks at teacher and points
pat-a-cake and peekaboo to picture of car. Teacher
responds, No, Im going to
walk home.
b. Uses social rules of language
Not Yet 1 2 3 4 5 6 7 8 9
Responds to speech by looking Uses appropriate eye contact, Uses acceptable language Uses acceptable language and
toward the speaker; watches pauses, and simple verbal and social rules while social rules during
for signs of being understood prompts when communicating communicating with others; communication with others
when communicating Pays attention to speaker may need reminders Uses a softer voice when
Hears siren and goes to adult during conversation Takes turns in conversations talking with peers in the
pointing, Fire tuck. Pauses after asking a question but may interrupt or direct talk library and a louder voice on
Looks at adult and says, Ball, to wait for a response back to self the playground
repeatedly until adult says, Says please and thank you Regulates volume of voice Says, Hello, back to the
Ball. You want the ball? with occasional prompting when reminded museum curator on a trip

Objective 11 Demonstrates positive approaches to learning
a. Attends and engages
Not Yet 1 2 3 4 5 6 7 8 9
Pays attention to sights and Sustains interest in working on Sustains work on age- Sustains attention to tasks or
sounds a task, especially when adults appropriate, interesting tasks; projects over time (days to
Watches the teacher walk offer suggestions, questions, can ignore most distractions weeks); can return to activities
across the room and comments and interruptions after interruptions
Turns head toward sound of Takes small blocks from adult Makes relevant contributions Returns to Lego construction
mothers voice and continues to drop them to group discussion about over several days, adding new
into a container class pet features each time
Continues ring stacking when Focuses on making a sign Pauses to join in problem-
the teacher says, Youre for a building while others solving discussion at adults
putting the biggest ones on are rolling cars down a ramp request, then returns to art
first. nearby project
Continues the play about
going to a restaurant after the
teacher offers a menu
b. Persists
Not Yet 1 2 3 4 5 6 7 8 9
Repeats actions to obtain Practices an activity many Plans and pursues a variety of Plans and pursues own goal
similar results times until successful appropriately challenging tasks until it is reached
Repeatedly shakes a rattle to Stacks blocks again and again Keeps looking through all of Keeps building a sand
produce noise until tower no longer falls the magnetic letters for those structure, trying multiple ways
Hits a toy on a play gym Uses shovel in many ways to that are in her name to get the bridge to hold
accidentally; then waves arms fill small bucket with sand Works with others to learn how Returns from lunch with a
to hit it again Chooses the same puzzle to use a new software program different idea about what to
Puts objects in a wagon and every day until he can insert add to his story
then dumps them out over each piece quickly and easily
and over again

c. Solves problems
Not Yet 1 2 3 4 5 6 7 8 9
Reacts to a problem; seeks to Observes and imitates how Solves problems without Thinks problems through,
achieve a specific goal other people solve problems; having to try every possibility considering several
Grunts when cube gets stuck asks for a solution and uses it Looks at an assortment of pegs possibilities and analyzing
in shape sorter Seeks help opening a stuck and selects the size that will fit results
Reaches for a toy that is just cap; pulls one end as teacher in the hole Considers new information
out of reach pulls the other Tells another child, Put the before trying a strategy: If I
Asks another child to hold his big block down first, or the put this box on top, I can see
Blows on warm cereal after
cup while he pours milk tower will fall down. if they are the same size.
seeing someone blow on
cereal Thinks about a book
characters problem and
suggests solutions
d. Shows curiosity and motivation
Not Yet 1 2 3 4 5 6 7 8 9
Uses senses to explore the Explores and investigates Shows eagerness to learn Uses a variety of resources to
immediate environment ways to make something about a variety of topics and find answers to questions
Turns in direction of a sound happen ideas Locates informational book
Moves closer to touch an Enjoys taking things apart Seeks answers to questions on insects to identify the
object Turns faucet on and off about the storm butterfly seen outside
Shakes or bangs a toy to Tilts a ramp to find out if a Shows interest in learning Asks visiting musician
make it work car will go down faster how the firefighters clothes questions about her
protect him instrument

e. Shows flexibility and inventiveness in thinking
Not Yet 1 2 3 4 5 6 7 8 9
Imitates others in using objects Uses creativity and imagination Changes plans if a better idea Thinks through possible long-
in new and/or unanticipated during play and routine tasks is thought of or proposed term solutions and takes on
ways Strings wooden beads into a Accepts idea to use tape more abstract challenges
Notices another child reach necklace as part of dramatic instead of glue to fix the tear Offers ideas on how to make
a toy with the broom handle; play Suggests building on a hard the block area larger for
then tries Uses a table, sheets, and surface when structure keeps building
Imitates a friend, putting a towels to build a tent falling down Creates board game; thinks
basket on head to use as a hat of how to play it from start to
finish

Objective 12 Remembers and connects experiences
a. Recognizes and recalls
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes familiar people, Recalls familiar people, places, Tells about experiences in order, Uses a few deliberate
places, and objects; looks for objects, and actions from the provides details, and evaluates strategies to remember
hidden object where it was past (a few months before); the experience; recalls 3 or 4 information
last seen recalls 1 or 2 items removed items removed from view Creates an observational
Looks for food dropped from from view Identifies four objects taken drawing of a fire truck and
high chair Looks for horse used a few away while playing Whats then refers to it later while
Uncovers bear after adult months ago in bin of toy Missing? building with blocks
covers it with a blanket animals Says, We went to the baseball Tells the teacher, Im putting
Says or signs names of Identifies one or two objects game. We sat way up high. my book in my backpack so
common objects when sees taken away while playing We ate peanuts and drank Ill remember to take it home.
them Whats Missing? lemonade. I really liked it a lot
Shows fear of a bee after but my sister didnt.
having been stung
b. Makes connections
Not Yet 1 2 3 4 5 6 7 8 9
Looks for familiar persons Remembers the sequence Draws on everyday experiences Generates a rule, strategy,
when they are named; relates of personal routines and and applies this knowledge to a or idea from one learning
objects to events experiences with teacher similar situation experience and applies it in a
Turns head toward door when support After hearing A Chair for My new context
her teacher says, Bethany, Goes to attendance chart with Mother read aloud says, My Proposes a one-way sign for
Mommy is here. parent upon arrival Nana has a chair like the one entering and exiting the cubby
Throws paper away when Gets a paper towel after Rosa and her family bought. area after a neighborhood walk
teacher says, Please put this teacher says, What do we Uses traffic-directing signals where children discussed one-
in the trash. do next, after we wash our on the bike track after seeing a way street signs
hands? police officer demonstrate them Tallies friends favorite ice
Divides crayons into fair cream flavors after learning
share groups after watching a how to make tally marks to
teacher do it the day before count how many people wear
shoes with buckles

Objective 13 Uses classification skills
Not Yet 1 2 3 4 5 6 7 8 9
Matches similar objects Places objects in two or more Groups objects by one Groups objects by more than
Puts one sock with another groups based on differences characteristic; then regroups one characteristic at the same
sock in a single characteristic, e.g., them using a different time; switches sorting rules
color, size, or shape characteristic and indicates when asked, and explains the
Gathers all the vehicles from
Puts all the red beads together the reason reasons
a shelf
Picks out and eats only the and all the blue beads Says, These buttons are Organizes a sticker collection
animal crackers together blue, and these are red; then into groups and subgroups
Pulls out all the trucks from resorts buttons into big and and explains why and how;
Puts only blue pegs in little then creates a new grouping
pegboard; leaves red and the vehicle bin
Points to groups of animals when the teacher makes a
yellow pegs to the side Identifies fabric pieces as suggestion
being scratchy or soft and says, These are zoo
animals and these are farm Creates four piles of shapes:
Puts pictures into piles of animals; then sorts the big red triangles, small red
babies, older children, and zoo animals into those with triangles, big blue triangles,
grown-ups stripes and those without small blue triangles. Switches
stripes when asked to form two
groups of all the big and small
triangles

Objective 14 Uses symbols and images to represent something not present
a. Thinks symbolically
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes people, objects, Draws or constructs, and then Plans and then uses drawings, Represents objects, places, and
and animals in pictures or identifies what it is constructions, movements, and ideas with increasingly abstract
photographs Draws various shapes and says, dramatizations to represent symbols
Touches the cow in the This is my house. ideas Makes tally marks
illustration when an adult Glues red yarn on paper and Sees a dump truck outside Makes and interprets graphs
reads, And the cow says, I made spaghetti. and plans how to draw it with teachers help
jumped. Says, Lets pretend to be Attempts to write words to
Points to photograph and seeds growing like in the label a picture
says, Mommy book.
Identifies a duck in a variety
of different photos and
illustrations
b. Engages in sociodramatic play
Not Yet 1 2 3 4 5 6 7 8 9
Imitates actions of others Acts out familiar or imaginary Interacts with two or more Plans and negotiates complex
during play; uses real objects scenarios; may use props to children during pretend play, role play; joins in detailed
as props stand for something else assigning and/or assuming conversation about roles and
Holds a toy phone to ear Puts beads in a muffin tin, roles and discussing actions; actions; play may extend over
places tin in oven, and asks, sustains play scenario for up to several days
Wraps a blanket around a doll 10 minutes
and then rocks it Who wants some cupcakes? Joins in elaborate play
Uses a short rope as a fire Pretends to be the bus driver. about taking a dog to the
hose Tells the other children, You veterinarian, assigning roles,
can be the passengers. Give switching roles, creating props,
Pretends to be the birthday
me your tickets, and I will give and returning to the play day
boy at the party and blows out
you change. after day
the candles on the pegboard
cake after others sing Happy
Birthday

Objective 15 Demonstrates phonological awareness
a. Notices and discriminates rhyme
Not Yet 1 2 3 4 5 6 7 8 9
Joins in rhyming songs and Fills in the missing rhyming Decides whether two words Generates a group of rhyming
games word; generates rhyming words rhyme words when given a word
Hums along and joins in spontaneously Do bear and chair rhyme? Says, Bat, sat, lat, when
random words in rhyme Completes the rhyme in the What about bear and goat? asked, What words rhyme
Sings with a group, One, two, phrase, The fat cat sat on the Matches rhyming picture with cat?
buckle my shoe ____ (mat). cards
Chants spontaneously, Me, fee,
kee, tee, lee, bee.
b. Notices and discriminates alliteration
Not Yet 1 2 3 4 5 6 7 8 9
Sings songs and recites rhymes Shows awareness that some Matches beginning sounds of Isolates and identifies the
and refrains with repeating words begin the same way some words beginning sound of a word
initial sounds Says, Max and Mayaour Groups objects or pictures Says, /m-m-m/, when asked
Sings, Im bringing home a names start the same! that begin with the same What is the first sound of the
baby bumble bee sound word milk?
Picks up a toy bear when Responds, /t/, after being
asked, What begins the same asked, Whats the beginning
way as box, baby, and bike? sound of toy, toe, teeth?

Objective 15 Demonstrates phonological awareness
c. Notices and discriminates smaller and smaller units of sound
Not Yet 1 2 3 4 5 6 7 8 9
Hears and shows awareness of Hears and shows awareness of Verbally separates and blends Verbally separates and blends
separate words in sentences separate syllables in words onset and rime individual phonemes in words
Joins in clapping each word Claps each syllable of name, Says, Hat, after hearing Claps each phoneme of the
while chanting, I like ice cream. Tri-na /h//at/ word hat: /h/ /a/ /t/
Jumps upon hearing a Puts together pen and cil to Points to Jonathan when Says, Hat, after hearing
specified word in a story say pencil teacher plays game and asks, /h/ /a/ /t/
Puts together foot and ball to Wheres _onathan?
say football

Objective 16 Demonstrates knowledge of the alphabet
a. Identifies and names letters
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes and names a few Recognizes and names as many Identifies and names 1120 Identifies and names all upper-
letters in own name as 10 letters, especially those upper- and 1120 lowercase and lowercase letters when
in own name letters when presented in presented in random order
random order
b. Uses lettersound knowledge
Not Yet 1 2 3 4 5 6 7 8 9
Identifies the sounds of a few Produces the correct sounds Shows understanding that a Applies lettersound
letters for 1020 letters sequence of letters represents correspondence when
a sequence of spoken sounds attempting to read and write
Asks when writing, How do Sees the word cat; begins to
you spell cough? sound out the word: /k/ /a/ /t/
Makes an open sign for the
doctors office by writing opn

Objective 17 Demonstrates knowledge of print and its uses
a. Uses and appreciates books
Not Yet 1 2 3 4 5 6 7 8 9
Shows interest in books Orients book correctly; turns Knows some features of a Uses various types of books for
Gazes at the pages of a book pages from the front of the book book (title, author, illustrator); their intended purposes
to the back; recognizes familiar connects specific books to Selects the book about insects
Brings book to adult to read books by their covers authors to identify the butterfly seen
Hands teacher book and says, Says, I want to read this Dr. on the playground
Lets read Corduroy! Seuss book today.
Says, Eric Carle wrote this
book. He is the author.
b. Uses print concepts
Not Yet 1 2 3 4 5 6 7 8 9
Shows understanding that text Indicates where to start reading Shows awareness of various Matches a written word with a
is meaningful and can be read and the direction to follow features of print: letters, words, spoken word, but it may not be
Points to the words on the Points to beginning of text on spaces, upper- and lowercase the actual written word; tracks
sign by the fish bowl and says, the page when pretending to letters, some punctuation print from the end of a line of
Just one pinch! read and moves finger left to Points to the word text to the beginning of the
right as she continues down hippopotamus and says, next line
the page Thats a long word. Touches each word on the
Says, That means stop page while reciting the words
reading, as he points to from Brown Bear, Brown Bear,
a period at the end of a What Do You See?
sentence. Picks up finger and returns it
to the beginning of the next
line when pretend reading

Objective 18 Comprehends and responds to books and other texts
a. Interacts during read-alouds and book conversations
Not Yet 1 2 3 4 5 6 7 8 9
Contributes particular Asks and answers questions Identifies story-related Reconstructs story, using
language from the book at the about the text; refers to pictures problems, events, and pictures, text, and props;
appropriate time Responds, He was mad. He resolutions during begins to make inferences and
Says, Youre not big enough, threw his hat down. conversations with an adult draw conclusions
when teacher pauses in The When prompted says, George Joins in story discussion
Grouchy Ladybug got put in jail. He ran out the then says, I think Max was
open door and got out. upset that he was sent to bed
without his supper.
b. Uses emergent reading skills
Not Yet 1 2 3 4 5 6 7 8 9
Pretends to read a familiar Pretends to read, using some Pretends to read, reciting Tries to match oral language
book, treating each page as of the language from the text; language that closely matches to words on page; points to
a separate unit; names and describes the action across the text on each page and words as reads; uses different
describes what is on each pages, using pictures to order using reading-like intonation strategies (e.g., sounding out
page, using pictures as cues the events; may need prompts words, known words, and
from adult patterns in text) to make
meaning from print

Objective 18 Comprehends and responds to books and other texts
c. Retells stories
Not Yet 1 2 3 4 5 6 7 8 9
Retells some events from a Retells familiar stories using Retells a familiar story in Retells stories with many
familiar story with close adult pictures or props as prompts proper sequence, including details about characters,
prompting Retells the basic events of major events and characters events, and storylines
Says, The pig builds a house The Three Little Pigs using Retells The Three Little Pigs, Retells The Three Little Pigs,
from it when the teacher felt pieces on a felt board starting with the pigs saying and includes details about
asks, What does the first good-bye to their mother, how the mother felt about her
little pig do with the straw? remembering the correct childrens leaving home, the
Then says, The wolf blows it order in which the pigs build pigs personalities, and why
down, when the teacher asks, their houses, and ending with building a house from bricks
What does the wolf do to the the wolf climbing down the is better than building a house
house? chimney and falling into the from straw or sticks
pot of hot water

Objective 19 Demonstrates emergent writing skills
a. Writes name
Not Yet 1 2 3 4 5 6 7
Scribbles or marks Controlled linear Mock letters or letter- Letter strings Partially accurate name Accurate name
scribbles like forms Writes some letters Writes all the letters of Writes all the letters of
Scribble writes
deliberately Scribbles lines, circles, Writes segments of correctly own name, although own name in the correct
or zigzags in rows letter forms, e.g., lines, Writes letters in some may not be sequence, form, and
Makes marks that curves sequenced correctly orientation
appear to adults to be in Often repeats action unconventional order
random order and forms May use too many Writes all the letters of Uses uppercase or
segments to create own name, but some lowercase letters (or a
a letter, e.g., five of the letters are not combination of both)
horizontal lines on the formed or oriented when writing name
letter E correctly
May not orient letter
segments correctly
Carolyn Lilly Paula Emma Vicky Brooke

Objective 19 Demonstrates emergent writing skills
b. Writes to convey meaning
Not Yet 1 2 3 4 5 6 7
Scribbles or marks Controlled linear Mock letters or Letter strings Early invented spelling Late invented spelling
Scribble writes scribbles letter-like forms Writes strings of letters Uses first letter of word Begins to include
deliberately Scribbles lines, circles, Writes segments of Writes some letters to represent whole word beginning, middle, and
Makes marks that or zigzags in rows letter forms, e.g., lines, correctly Writes initial and/or ending sounds in words
appear to adults to be in Often repeats action curves final sounds of a word Represents most of the
Writes letters in
random order and forms May use too many unconventional order to represent the whole sounds heard in words
segments to create word in the correct order
a letter, e.g., five Begins to separate
horizontal lines on the groups of letters with *Note: In Spanish, early
spaces invented spelling may consist
letter E primarily of vowels.
May not orient letter May copy environmental
segments correctly print
Jenna said, I need

Carolyn said, Thats my Erica said, Im Jordan said, to buy some
Maya said, Here Mommy. phone number. You can writing my ABCs just like Heres a ticket! Youre Meir wrote, blackberries and grapes
Read this. call me. my sister. under arrest! Uncle Clay, I love you. at the store.

Objective 20 Uses number concepts and operations
a. Counts
Not Yet 1 2 3 4 5 6 7 8 9
Verbally counts (not always in Verbally counts to 10; counts up Verbally counts to 20; counts Uses number names while
the correct order) to five objects accurately, using 1020 objects accurately; counting to 100; counts 30
one number name for each knows the last number states objects accurately; tells what
Says, One, two, ten, as she how many in all; tells what
pretends to count object number comes before and after
number (110) comes next in a specified number up to 20
Counts to ten when playing order by counting
Hide and Seek Counts twenty-eight steps to
Counts to twenty while walking the cafeteria
Counts out four scissors and across room
puts them at the table When asked what comes after
Counts ten plastic worms and
says, I have ten worms. fifteen, says Sixteen.
When asked, What comes after
six? says, One, two, three,
four, five, six, sevenseven.
b. Quantifies
Not Yet 1 2 3 4 5 6 7 8 9
Demonstrates understanding Recognizes and names the Makes sets of 610 objects and Uses a variety of strategies
of the concepts of one, two, number of items in a small set then describes the parts; identifies (counting objects or fingers,
and more (up to five) instantly; combines which part has more, less, or the counting on, or counting back)
Says, More apple, to and separates up to five objects same (equal); counts all or counts to solve problems with more
indicate he wants more pieces and describes the parts on to find out how many than 10 objects
than given Looks at the sand table Says, I have eight big buttons, Uses ladybug counters to
Takes two crackers when and says instantly, without and you have eight little buttons. solve the problem, You had
prompted, Take two counting, There are three We have the same. eight ladybugs. Two flew away.
crackers. children at the table. Tosses ten puff balls at the How many ladybugs are left?
Says, I have four cubes. Two hoop. When three land outside Says, I have ten cars. I left
are red, and two are blue. she says, More went inside. two at Grandmas, so now I
Puts two dominoes together, have ten, nine, eight left.
Puts three bunnies in the box
says, Five dots, and counts Uses two-sided counters to
with the two bears. Counts and
on Six, seven, eight. Eight determine different number
says, Now I have five. dots all together. combinations for fourteen

Objective 20 Uses number concepts and operations
c. Connects numerals with their quantities
Not Yet 1 2 3 4 5 6 7 8 9
Recognizes and names a few Identifies numerals to 5 by Identifies numerals to 10 by Identifies numerals to 20 by
numerals name and connects each to name and connects each to name and connects each to
Points to the 1 when the counted objects counted objects counted objects
teacher says, Where is the Says, Five as she attaches Shouts, Seven, and jumps Says, Kaufee put the 12
numeral 1? five clothespins to the 5 card seven times when the teacher card and twelve beads on his
Notices numerals around the Tells her friend, Thats a 3, holds up the number 7 card necklace.
room and calls some of them and there are three puppies on Says, I put nine buttons in Says, I drew fifteen flowers to
by name this page. the 9 box. go on page 15 of our number
book.

Objective 21 Explores and describes spatial relationships and shapes
a. Understands spatial relationships
Not Yet 1 2 3 4 5 6 7 8 9
Follows simple directions Follows simple directions Uses and responds Uses and makes simple
related to position (in, on, related to proximity (beside, appropriately to positional sketches, models, or pictorial
under, up, down) between, next to) words indicating location, maps to locate objects
Follows teachers directions to Follows teachers direction to direction, and distance Constructs a map of the play
put the trash in the can put the cup next to the plate Says, Look for the surprise yard using landscape toys
Raises hands up and down as Sits beside her friend when behind the tree. Uses a map of the classroom
the song directs he says, Sit between me and Moves game piece backward to find the hidden treasure
Laura. when playmate gives
directions
b. Understands shapes
Not Yet 1 2 3 4 5 6 7 8 9
Matches two identical shapes Identifies a few basic shapes Describes basic two- and Shows that shapes remain the
Puts a circular puzzle piece in (circle, square, triangle) three-dimensional shapes by same when they are turned,
the circular space Looks at a wheel and says, using own words; recognizes flipped, or slid; breaks apart
A circle. basic shapes when they are or combines shapes to create
Places shapes in a shape-
presented in a new orientation different shapes and sizes
sorting box Names shape pieces as he
puts them on a shape lotto Says, Its a ball cause it Says, Its still a triangle no
card rolls. matter how you turn it.
Puts hand in feely box and Cuts apart a rectangle to
says, It has three sides and make two squares
three points. Its a triangle.

Objective 22 Compares and measures

Not Yet 1 2 3 4 5 6 7 8 9
Makes simple comparisons Compares and orders a small Uses multiples of the same Uses measurement words and
between two objects set of objects as appropriate unit to measure; uses some standard measurement
Pours sand or water from one according to size, length, numbers to compare; knows tools accurately; uses ordinal
container to another weight, area, or volume; knows the purpose of standard numbers from first to tenth
usual sequence of basic daily measuring tools Says, We need two cups of
Indicates which ball is bigger
events and a few ordinal Measures by using paper flour and one cup of salt to
when shown a tennis ball and
numbers clips, cubes, string, hands, make dough.
a beach ball
Puts blocks side by side in feet or other objects Says, If I add three more tiles
order of length Measures block tower with to this side of the scale, theyll
Says, We go outside after linking cubes and says, I be the same.
lunch. made mine fifteen cubes Looks at the clock and says,
high!! Its 12 oclock. Its time for
Lays two short blocks on top
of a long block to see if its Stands on scale while lunch.
the same length pretending to be in a doctors
office
Responds, Youre second to
use the computer.

Objective 23 Demonstrates knowledge of patterns
Not Yet 1 2 3 4 5 6 7 8 9
Shows interest in simple Copies simple repeating Extends and creates simple Recognizes, creates, and
patterns in everyday life patterns repeating patterns explains more complex
Notices that a special song is Beats a drum as the teacher Makes a repeating movement repeating and simple growing
played whenever it is time to does, e.g., loud, soft; loud, pattern, e.g., stomp, stomp, patterns
clean up soft; loud, soft; etc. clap, clap; stomp, stomp, Describes even numbers, e.g.,
Points to the tiles in the Strings beads as her friend clap, clap; stomp, stomp, 2, 4, 6, 8, etc., as skipping
bathroom and says, They go does, e.g., red, blue, blue; red, clap, clap; etc. every other number on a
this way, that way, this way, blue, blue; red, blue, blue; etc. When shown pattern of cubes, 100s chart
that way. e.g., red, blue, blue, red; red, Says, If I add one to three,
blue, blue, red; etc., adds to it its the next number: four. If I
correctly add one to four, its the next
number: five.
Extends a growing pattern
by adding one cube like
a staircase, e.g., 1 cube, 2
cubes, 3 cubes, 4 cubes, etc.

Objective 37 Demonstrates progress in listening to and understanding English
1 2 3 4 5 6 7 8 9
Beginning Progressing Increasing Advancing
Observes others as they converse Responds to common English Responds to words and phrases Understands increasingly
in English during play or other words and phrases when they in English when they are not complex English phrases used by
small-group experiences; may are accompanied by gestures or accompanied by gestures or other adults and children
engage in similar activities by other visual aids visual aids Responds by putting the correct
imitating behavior; attends to Joins a group in the block area Goes to table when teacher says, block where directed when
oral use of English when one child motions with a Its lunchtime. Take your seats another child says, Hey, put
Moves closer to the dramatic hand to come, and says, Come at the tables. that square block over there by
play area to watch a small group play. Puts the caps on the markers the horse to make the fence.
of children Goes to the sink when the and then puts the markers on the Points to the correct piece when
Sits across from two children teacher says it is time to shelf when reminded the teacher asks, Which circle
who are stringing beads and brush teeth and pantomimes Points to ear when asked, is the biggest?
talking, and begins stringing toothbrushing Wheres your ear? Touches the car at the top of the
beads, too Nods when classmate says, tallest ramp when the teacher
Picks up a car from a group of
Watches another child hold up Hello. toys when asked, Wheres the asks, Which car do you think
a cup to request milk and does Sits by the teacher when she car? will roll the fastest?
the same holds up a book and asks, Picks up the puzzle with the
Participates by doing hand Would you like to read a book? puppy on it when another child
movements while other children says, Lets do the puppy puzzle
and the teacher sing in the new together.
language

Objective 38 Demonstrates progress in speaking English
1 2 3 4 5 6 7 8 9
Beginning Progressing Increasing Advancing
Repeats sounds and words in Uses a few socially interactive Develops multiword phrases by Uses increasingly complex
English, sometimes very quietly terms in English appropriately; using socially interactive terms grammar in English; makes
Mouths the words of a song uses one or two words in English in English; adds new words to some mistakes typical of young
during circle time to represent a whole idea the phrase children
Echoes a word or phrase, e.g., Says , Hi; Lookit; My turn; Says, I do a ice cream; I want Develops entire sentences, e.g.,
says, Monkey, while group and Stopit. my mommy; and Lookit this, The door is a square, and The
chants Five Little Monkeys Hears someone nearby say, Teacher. house has a lot of windows.
Jumping on the Bed Be careful! and repeats Says, How you do this flower? Uses questions and negatives,
After teacher says, Up, child phrase as a warning in a similar Says, Big. I gotta big. e.g., Your name is what? and
repeats, Up. situation later You no my mommy.
Says, How do you gonna
Repeats, Mil, mil, mil, after the Points at snack basket and says, make dese? Uses past and future tenses, e.g.,
teacher asks, Would you like More crackers. I goed to the park, and Ill
more milk? Looks out the window and says, get it.
Go outside. Interacts in elaborate play
Says, No, mine, when another schemes, I be the mommy and
child takes her toy truck you be the baby. Heres your
bottle, Baby.

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Objectives for Development & Learning

Objectives for Development & Learning: Birth Through Kindergarten

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Follows limits and expectations

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Responds to emotional cues

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Solves social problems

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Uses writing and drawing tools

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

d. Tells about another time or place

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Uses social rules of language

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

d. Shows curiosity and motivation

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Engages in sociodramatic play

Objectives for Development & Learning

b. Notices and discriminates alliteration

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

b. Uses lettersound knowledge

2010 Teaching Strategies, LLC TeachingStrategies.com

b. Uses print concepts

Objectives for Development & Learning

b. Uses emergent reading skills

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

Carolyn Lilly Paula Emma Vicky Brooke

2010 Teaching Strategies, LLC TeachingStrategies.com

Jenna said, I need

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

Objectives for Development & Learning

2010 Teaching Strategies, LLC TeachingStrategies.com

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