All materials copyright © 2003-2010 by The Source for Learning Inc. Patent pending. All rights reserved. Any distribution of these materials is prohibited.
Correlation of The Pennsylvania Early Learning Standards* for Pre-Kindergarten
with PreschoolFirst.com (Ages 18-66 Months)
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Introduction The PreschoolFirst.com system is a dynamic online play-based curriculum and assessment resource. PreschoolFirst.com utilizes the work of Sally Flagler, Ph.D., a pediatric psychologist and noted specialist in the development of young children. She developed and authored the Infant-Preschool Play Assessment Scale (I-PAS) while at the University of North Carolina. PreschoolFirst.com incorporates Dr. Flagler’s I-PAS behaviors as the foundation of the product, incorporates the American Academy of Pediatrics Developmental Milestones, follows the National Association for the Education of Young Children (NAEYC) Guidelines for Appropriate Curriculum Content and Assessment, and fully supports the Head Start’s Child Outcomes Framework. I-PAS has been validated in a variety of childcare settings using observers of differing skill levels. Early childhood programs and educators use the system to observe and document the development of children in their care. Preschool First is comprised of more than 500 early learning behaviors for children birth to age five. PreschoolFirst.com uses these behaviors as the framework for a set of criteria, curriculum materials, and procedures based on each individual behavior. For early childcare facilities, the system offers an online tool that can document the progress of each child as part of that location’s normal daily activities. Early childhood centers can also use additional theme-based play activities derived from the behavior set and created by PreschoolFirst.com to augment their existing programs. The system offers a secure means of documenting each individual child’s progress in the Sensorimotor, Gross Motor, Fine Motor, Social Emotional, Cognitive, and Communicative developmental domains. Our PreschoolFirst curriculum library consists of over 3000 hands–on activities organized by themes that relate specifically to these important early learning behaviors. This print version of the online correlation relates the PreschoolFirst behaviors and activities (by index number) appropriate for children 18-66 months of age to the Pennsylvania Early Learning Standards for Pre-Kindergarten. NOTE: The online fully integrated and alignment feature is available as an option to PreschoolFirst subscribers. Early childhood programs that implement PreschoolFirst curriculum and observe the behaviors of young children will provide multiple opportunities for those children to accomplish the widely held expectations put forth by the Pennsylvania Early Learning Standards for Pre-Kindergarten The implementation of the PreschoolFirst system will enable early childhood programs to plan high-quality early childhood experiences which help prepare children for success upon entry into kindergarten. Infant and toddler behaviors are not included in this comparison.
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PreschoolFirst developmental domains: Behaviors observed in PreschoolFirst are categorized into developmental domains according to the research of Dr. Sally Flagler. Small groups of these behaviors are observed at specific times appropriate to each child’s development. PreschoolFirst provides a balanced framework of targeted learning experiences that address all areas of early childhood development. Children learn and develop new skills and actions in various categories, these new skills and actions are organized into broad categories called “domains.” PreschoolFirst utilizes six developmental domains. Every behavior in these developmental domains is fully integrated into PreschoolFirst’s curricular library of more than 3,100 developmentally appropriate, hands-on activities.
Cognitive Domain: includes problem solving, thinking and reasoning skills, memory and a child's general attention span.
Communicative Domain: includes the way a child understands, listens, and uses language to express ideas to others.
Socio-Emotional Domain: includes a child's ability to handle his/her feelings toward others in typical situations; and how well he/she interacts, takes turns, and cooperates with others in play.
Gross Motor Domain: includes an infant's ability to lift and turn his/her head, how well he/she can control and use his/her
arms and legs; includes those which show a toddler’s and preschool child's whole body coordination such as: balancing, jumping, walking, running, etc.
Fine Motor Domain: includes an infant’s visual activity such as focusing, tracking and scanning, and the beginning
development of hand-eye coordination; includes toddler’s and preschool child’s further development of hand-eye coordination and finger control.
Sensorimotor Domain: includes how infants experience the world through sight, sound, taste, movement, and touch.
Activities in the PreschoolFirst system are created for use in five different settings. PreschoolFirst organizes activities into five activity types designed by early childhood educators. These types include appropriate activities, materials and equipment, to facilitate a range of child-adult interactions within each age group. Effective planning and a daily routine is an essential component of quality programs. PreschoolFirst contains a planning feature designed to help teachers plan daily and weekly activity schedules. To deepen the learning experience, activities can be extended for more than one activity session or repeated according to the child's interest. PreschoolFirst includes activities which teachers can schedule to provide both indoor and outdoor experiences.
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Project Time activities let teachers observe a small group of children as they create individual or group projects. Most Project Time activities emphasize fine motor and/or cognitive development. A teacher sets up, prepares, and facilitates the projects, and each child completes the project by following a set of steps using his individual abilities. Each child should feel comfortable working at her own pace and ability level. Individual child input ensures that no two projects will look exactly alike, yet they may be similar.
Buddy Time activities allow teachers to observe and work directly with an individual child or a small group of children. Most
Buddy Time play activities ask children to use cognitive, language, and/or some fine motor development. These activities are teacher-facilitated play activities in which children will enjoy special time with their teacher.
Creative Play Time activities provide teachers with a setting for observing children's social/emotional, fine motor and/or
communication development in small groups. The interactive child-directed play of the children is only guided by carefully selected props and by the arrangement of play objects in the imaginative-play area. The teacher can observe and make suggestions or ask questions to guide the play; however, Creative Play Time works best with minimal teacher direction.
Game Time activities allow teachers to observe social/emotional and/or gross motor development while children play outdoor
games. Group size can vary from small to whole class, depending on the number of teachers available to make the observations. The play activities are non-competitive and action packed. These activities allow children to practice and refine age-appropriate gross motor skills, foster a caring attitude toward others, and experience the joy of movement. Game time consists of teacher and child initiated play, teachers are encourages to respect any child initiated actions over any specific teacher directed activities.
Story Circle Time consists of stories, songs and discussions typically teacher
initiated. These activities allow other teachers to observe children in a small group, large group or the whole class as they listen to books, discuss stories, sing songs, follow movement games, and develop “literacy readiness.” It is important to allow each child to respond to any questions, and to let every child know his own ideas are important to the discussions.
Learning Experiences and Theme activities in the PreschoolFirst system PreschoolFirst theme learning experiences and activities are created for children 18-60 months of age. Currently there are 15 themes or topics available online. PreschoolFirst encourages early childhood programs to use these as a framework for curriculum in conjunction with learning experiences inspired by their children’s interests and the cultural make up of the class and community.
PreschoolFirst.com Age Groups
0-4 months 4-8 months 8-12 months 12-18 months 18-24 months 24-30 months 30-36 months 36-48 months 48-66 months
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Sounds – active learning activities that present sounds of letters, musical sounds, and sounds around us
Basic Concepts – playful activities that focus on opposites, positions, shapes, and recognizing simple attributes
Family – a hands-on way to look at different families and basic groups
My Body – fun activities that provide a hands on scientific look at how our bodies work
Transportation – activities that present a playful way to investigate the ways we move around our world
Careers – investigative activities that allow children to discuss and explore various careers and community helpers
Zoo – learning activities that help children think about the creatures in our world
Fall – experiential activities that look at leaves and changes during the autumn
Winter - experiential activities that look at snow and cold weather
Spring - experiential activities that look at new growth and changes in nature
Summer - experiential activities that look at water and hot weather
Stories & Rhymes – literature-based activities that incorporate original versions of popular children’s stories and rhymes
Food – learning activities that include healthy foods and the new FDA food pyramid
Homes- playful activities that focus on different homes and their associated objects from around the world
Insects – fun activities that help children learn about some of nature’s smallest creatures
References: Flagler, S. (1996). I-PAS Infant-Preschool Play Assessment Scale. Lewisville, KY: Kaplan. Flagler, S. (1996). Multidimensional Assessment of Young Children Through Play: Preacademic skills assessment. Lewisville, KY: Kaplan. Pennsylvania Department of Education and Public Welfare/Office of Child Development and Early Learning (2009). Pre-Kindergarten Pennsylvania Learning Standards for Early Childhood. Harrisburg, PA: Author. Retrieved May 18, 2010 from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Pre-Kindergarten%202010.pdf. The Source for Learning, Inc. (2010). PreschoolFirst.com. Reston, VA: Author.
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15.1.1 Curiosity and InitiativeStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Show interest in a growing range of topics, ideas and tasks.
All PreschoolFirst Behaviors provide experiences that support this standard statement.
Utilize all available senses to explore and learn from the environment
Supported by all activities related to behaviors: 160, 161, 167, 184, 217, 249, 276, 302, 319, 347, 349, 383, 411, 439, 444
Asks questions for clarification and to seek meaningful information
Supported by all activities related to behaviors: 190, 313, 318, 357
Show interest and interact with others about their work or actions
Supported by all activities related to behaviors: 168, 208, 257, 311, 379, 406, 449
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate an increased willingness to participate both familiar and new experiences
All PreschoolFirst Behaviors provide experiences that support this standard statement.
Differentiate between appropriate and inappropriate methods for learning information
Supported by all activities related to behaviors: 209, 210, 251, 390, 448, 449, 451
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Engage in simple games with rules Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 405, 449,
Use materials and objects to represent other objects Supported by all activities related to behaviors: 140, 264, 322, 388, 436
Engage in complex play sequences that may be continued over several days
All Creative Play Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Attend and follow through on adults' one or two step directions
Supported by all activities related to behaviors: 140, 160, 194, 213, 282, 332, 405
Initiate and extend activities Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 450
Complete short tasks, activities, projects and experiences from beginning to end independently
Supported by all activities related to behaviors: 142, 171, 197, 216, 230, 312, 381, 387, 421
PENNSYLVANIA LEARNING STANDARDS FOR EARLY CHILDHOOD - PRE-KINDERGARTENAPPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING AND APPLYING KNOWLEDGE
Standard 15.1: CONSTRUCTING AND GATHERING KNOWLEDGE
15.1.2: Risk Taking
15.1.3: Stages of Play
15.2.1: Engagement, Attention and PersistenceStandard 15.2: ORGANIZING AND UNDERSTANDING INFORMATION
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Work towards completing task despite interruptions or classroom disruptions
Supported by all activities related to behaviors: 142, 171, 197, 216, 230, 312, 381, 387, 421
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Test objects to determine their purpose Supported by all activities related to behaviors: 213
Explain a routine sequence to another Supported by all activities related to behaviors: 362.5, 370, 373, 376, 377, 382, 383, 424.5, 425, 440, 458.5
Break simple tasks into steps and complete them one at a time
Supported by all activities related to behaviors: 142, 197, 216, 230, 312
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Try different ways to complete a task Supported by all activities related to behaviors: 142, 197, 216, 230, 312, 338, 390, 423, 458
All Project Time and Buddy Time activities support this standard statement.
Attempt to accomplish a difficult task on own Supported by all activities related to behaviors: 142, 197, 216, 230, 312
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use both observation and imitation to understand information
Supported by all activities related to behaviors: 136, 138, 139, 144, 156, 157, 160, 163, 167, 174, 175, 190, 201, 212, 227, 235, 244, 249, 282, 285, 290, 302, 313, 318, 332, 351, 378, 382, 428, 453
Use music, art and stories to express ideas and feeling
Supported by all activities related to behaviors: 300, 320, 331, 427
All Project Time provide an increasing variety of activities to support this standard statement.
Use materials in unique ways to represent other things
Supported by all activities related to behaviors: 151, 188, 221, 307, 313.5, 336, 337, 341, 341.5, 366, 452, 458, 458.8
All Creative Play Time activities provide experiences that support this standard statement.
Supported by activities: 100, 907, 356, 360, 2511, 2513, 308, 2541, 1351, 1252
Try several ways to complete a task Supported by all activities related to behaviors: 142, 197, 216, 230, 312, 338, 390, 423, 458
All Project Time and Buddy Time activities support this standard statement.
Produce and explain the purpose for a new creation Supported by all activities related to behaviors: 140, 146, 264, 313.5, 322, 341.5, 378.5, 388, 436, 458.5
15.2.4: Reasoning and Problem Solving
15.2.2: Task Analysis
Standard 15.3: APPLYING KNOWLEDGE15.3.1: Creativity, Flexibility and Invention
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate culture and home experiences during play
Supported by all activities related to behaviors: 165, 259, 361, 380, 408
All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.
Relate home or outside-learned knowledge to school experiences
Supported by all activities related to behaviors: 165, 259, 361, 380, 408
All Family theme activities provide experiences that support this standard statement.
Understand that appropriate activities and event may differ from home to school
Supported by all activities related to behaviors: 165, 259, 361, 380, 408
All Family theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand how behavior may impact others' response to action
Supported by all activities related to behaviors: 209, 251, 283, 390, 447, 448, 449, 451
Understand who or where there is help when needed
Supported by all activities related to behaviors: 229, 348
Attempt problem solving activities to achieve a positive outcome
Supported by all activities related to behaviors: 175, 197, 212, 312
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Show pride in belonging to a family unit Supported by all activities related to behaviors: 259 All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.
Show understanding that family structures may differ from one family to another
All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.
Explore unusual materials that represent other cultures
Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408
All Family, Houses and Food themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.
Demonstrate awareness of some physical difference among children
Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408
All My Body theme activities provide experiences that support this standard statement.
Standard 15.4: LEARNING THROUGH EXPERIENCE15.4.1: Home-School Identity
15.4.2: Resilience
15.4.3: Culture
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9.1a.1: Aesthetic ResponseStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Respond to different forms of music and dance through participation and discussion
Supported by all activities related to behaviors: 300, 427
Supported by activities: 1753, 1794, 284, 279, 2198, 2202, 2302, 2308, 2304, 2307, 1957, 1958, 2001, 1743, 1747, 1749, 2479, 2325, 2323, 260, 2477, 266, 275, 271, 2396, 2397, 2415, 1877, 2457
Practice rhythms in different forms of music and dance
Supported by all activities related to behaviors: 300, 331, 427
9.1a.2: ExplorationStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use instruments to accompany music or songs Supported by activities: 659, 3217, 1019, 1830, 1836, 1854, 1855, 1859, 1938, 1919, 848, 1907, 1857, 1864, 1867, 1856, 1861, 1923, 1892, 1897, 1904
9.1a.3: CreationStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use imagination and creativity or express self through music and dance
Supported by all activities related to behaviors: 300, 331, 427
Use body to represent form in space Supported by all activities related to behaviors: 300, 427
Supported by activities: 1753, 1794, 284, 279, 2198, 2202, 2302, 2308, 2304, 2307, 1957, 1958, 2001, 1743, 1747, 1749, 2479, 2325, 2323, 260, 2477, 266, 275, 271, 2396, 2397, 2415, 1877, 2457
9.1b.1: Dramatic ExpressionStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use nonconforming objects to create representations of real life objects or activities
Supported by all activities related to behaviors: 140, 264, 322, 388, 436
Represent fantasy and real-life experiences through pretend play
Supported by all activities related to behaviors: 140, 163, 264, 320, 322, 388, 414, 437
Repeat similar play scenarios Supported by all activities related to behaviors: 140, 163, 264, 320, 322, 388, 414, 437
Use pretend play to represent known or anticipated situations
Supported by all activities related to behaviors: 140, 163, 264, 320, 322, 388, 414, 437
CREATIVE THINKING AND EXPRESSION: COMMUNICATING THROUGH THE ARTSStandard 9.1a: PRODUCTION AND PERFORMANCE: MUSIC AND MOVEMENT
Standard 9.1b: PRODUCTION AND PERFORMANCE: DRAMATIC AND PERFORMANCE PLAY
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9.1b.2: PerformanceStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Create various voice inflections and facial expressions in play
Supported by all activities related to behaviors: 141, 147, 148, 166, 178, 195, 195.3, 199, 206, 207.5, 228, 255, 269, 281, 306, 311, 317, 412, 412.5
Recreate dramatic play experiences for an audience Supported by all activities related to behaviors: 140, 163, 168, 206, 264, 284, 311, 320, 388, 414, 436
All Creative Play Time activities provide experiences that support this standard statement.
9.1c.1: Dramatic ExpressionStandard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Represent experiences, thoughts and ideas through visual arts
All Project Time provide an increasing variety of activities to support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Combine a variety of materials to create new products
Supported by all activities related to behaviors: 151, 184, 221, 307, 375, 393, 458
All Project and Creative Play Time provide an increasing variety of activities to support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share how artwork is connected to own personal experience
All Project Time provide an increasing variety of activities to support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify cultures represented by various art forms Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share an opinion about others' art product Supported by all activities related to behaviors: 449
Standard 9.3: CRITICAL RESPONSE TO WORKS OF ART9.3.1: Critical Response
Standard 9.1c: PRODUCTION AND PERFORMANCE: VISUAL ARTS
Standard 9.2: HISTORICAL AND CULTURAL CONTEXT OF WORKS IN THE ARTS9.2.1: Patterns and Themes
9.1c.3: Personal Connections
9.1c.2: Construction
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize and name a variety of art forms All Project Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate emotional response to viewing or creating various art works
Supported by all activities related to behaviors: 253, 323.5, 432, 449
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize and name a variety of art forms All Project and Creative Play Time provide an increasing variety of activities to support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use counting and numbers as part of play and as a means for determining quantity
Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454
Rote count to 20 Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454
Count up to 10 objects using one to one correspondence
Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454
Name numerals to 10 Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454
Use vocabulary to compare numbers of objects with teacher support
Supported by all activities related to behaviors: 323, 369, 404, 410, 424, 454
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand number concepts, vocabulary, quantities and written numerals in meaningful ways
Supported by all activities related to behaviors: 404, 359, 369, 404, 415, 424, 454, 410, 349
Differentiate numerals from letters Supported by all activities related to behaviors: 377.5, 400, 417, 435, 435.5, 446, 454.5, 459, 460.5
2.1.1 Count and Compare Numbers
2.1.2 Represent Numbers in Equivalent Forms
9.4.1: Emotional Response
9.4.2: Identification
COGNITIVE THINKING & GENERAL KNOWLEDGE
Standard 2.1: NUMBERS, NUMBER SYSTEMS AND NUMBER RELATIONSHIPSMATHEMATICAL THINKING AND TECHNOLOGY: EXPLORING, PROCESSING AND PROBLEM SOLVING
9.3.2: Identification
Standard 9.4: AESTHETIC RESPONSE TO WORKS IN THE ARTS
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice combining, separating and naming quantities
Supported by all activities related to behaviors: 235, 285, 391
Match a numeral to a set 0 to 5 Supported by all activities related to behaviors: 400, 446, 454
Use ordinal number words to describe the position of objects (first, second, last)
Supported by all activities related to behaviors: 364, 425
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Solve oral word problems using concrete objects with assistance
Supported by all activities related to behaviors: 369, 424, 415, 410
Visually quantify one to three objects Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454
Sort objects by two or more attributes Supported by all activities related to behaviors: 144, 235, 272, 301, 330, 344, 347, 407, 441, 444, 446,
Identify properties of numbers Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454
Apply strategies on "counting on" Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Observe adult reading number sentences created with manipulatives
Supported by all activities related to behaviors: 136, 235, 272, 285, 293, 323, 369, 370
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Solve problems using manipulatives to correspond to given number 1 to 6
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Make estimates of a set of objects up to 6 Not specifically observed in PreschoolFirst.Practice checking estimates Not specifically observed in PreschoolFirst.
2.2.1 Fluency in Basic Facts
2.2.2 Computation
2.2.4 Numerical Estimation
Standard 2.2: COMPUTATION AND ESTIMATION
2.1.3 Concepts of Numbers and Relationships
2.1.6 Concepts and Applications of Operations
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice measuring by attributes Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411
Engage in number conservation experiences Supported by all activities related to behaviors: 225, 263, 408, 418
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice using standard and non-standard measures in everyday situations
Supported by activities:1393, 1397, 1403, 1210, 1216, 1223, 2031, 2036, 2040, 1805, 1809, 1814, 956, 962, 968, 2265, 2271, 1842, 2055, 2060, 2065, 1822, 971, 979, 2164, 2169, 2275, 2282, 1848, 1405, 1411, 1524, 1530, 1226, 1232, 2043, 2048
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Group objects according to common properties Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411
Develop an awareness of seriation through comparison of attributes
Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice using measurement vocabulary with adult support
Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411
Practice estimating distance with adult assistance Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Predict and verify use of environmental objects Supported by all activities related to behaviors: 272, 244, 347, 349, 359, 411
Standard 2.4: MATHEMATICAL REASONING AND CONNECTIONS2.4.1 Reasoning
2.3.1 Concepts of Measurement
2.3.2 Units and Tools of Measurement
2.3.4 Conversions
2.3.6 Measurement and Estimation
Standard 2.3: MEASUREMENT AND ESTIMATION
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use both familiar and new strategies for solving problems
Supported by all activities related to behaviors: 136, 138, 139, 144, 156, 157, 160, 163, 167, 174, 175, 190, 201, 212, 227, 235, 244, 249, 282, 285, 290, 302, 313, 318, 332, 351, 378, 382, 428, 453
Recognize objects, places and ideas by symbols Supported by all activities related to behaviors: 164, 185, 211, 217, 236, 256, 264, 268, 302, 330, 341.5, 361, 371, 372, 388, 391, 410, 411, 436, 458.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Communicate the findings from the problem solving process using math vocabulary
Supported by all activities related to behaviors: 190, 212, 227, 318, 357, 362, 428
Use pictures to replicate a process Supported by all activities related to behaviors: 341.5, 370, 383
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use environmental objects for data collection purposes
Supported by activities: 2444, 2445, 2406, 2407, 2614
Create graphs cooperatively with an adult and/or other child
Supported by activities: 2444, 2445, 2406, 2407, 2614
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Organize and display objects by one attribute Supported by all activities related to behaviors: 235, 333
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Compare groups of one to five objects Supported by all activities related to behaviors: 235, 285, 349, 361, 389, 391
2.6.3 Numerical Summaries
2.5.2 Communication
Standard 2.6: STATISTICS AND DATA ANALYSIS2.6.1 Collection of Data
2.6.2 Organization and Display of Data
Standard 2.5: MATHEMATICAL PROBLEM SOLVING AND COMMUNICATION2.5.1 Problem Solving
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Draw conclusions with adult guidance and questioning
Supported by all activities related to behaviors: 190, 212, 227, 318, 357, 362, 428
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Predict the probability of an event occurring based on observation and prior knowledge with scaffolding
Supported by all activities related to behaviors: 190, 212, 227, 318, 357, 362, 376, 428, 451
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Complete a simple yes/no graph to make a selection with assistance
Supported by activities: 2444, 2445, 2406, 2407, 2614
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Compare quantities of concrete objects Supported by all activities related to behaviors: 174, 211, 349, 361, 445
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice and count using numbers as a means of determining quantity
Supported by all activities related to behaviors: 323, 369, 404, 415, 424, 454
Practice using concrete objects to portray simple story
Supported by all activities related to behaviors: 369, 424, 415, 410
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify and describe patterns Supported by all activities related to behaviors: 144, 157, 176, 177, 201, 208, 223, 235, 236, 244, 263, 268.8, 272, 285, 290, 299, 309, 351, 364, 391, 407, 408, 416, 418, 446, 450
Recognize and extend simple patterns Supported by all activities related to behaviors: 144, 157, 176, 177, 201, 208, 223, 235, 236, 244, 263, 268.8, 272, 285, 290, 299, 309, 351, 364, 391, 407, 408, 416, 418, 446, 450
2.8.3 Patterns
2.7.3 Representations of Probabilities
Standard 2.8: ALGEBRA AND FUNCTIONS2.8.1 Algebraic Properties
2.8.2 Algebraic Manipulations
2.6.5 Interpretations of Data
Standard 2.7: PROBABILITY AND PREDICTIONS2.7.1 Calculate Probabilities
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify and name simple three-dimensional shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,
Replicate simple three-dimensional shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,
Determine the attributes of basic shapes Supported by all activities related to behaviors: 156, 157, 158, 176, 184, 201, 222, 223, 224, 244, 247, 263, 290, 309, 337, 341, 351, 366, 452, 453,
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Observe symmetry Supported by all activities related to behaviors: 156, 157, 244, 290, 351, 453
Create a symmetrical design from a model Supported by all activities related to behaviors: 156, 157, 244, 290, 351, 453
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice using directionality and appropriate vocabulary with assistance
Supported by all activities related to behaviors: 146, 194, 294, 364, 407, 408, 416, 418, 446
Supported by activities: 2160, 2168
Demonstrate an understanding of directionality, order and positions of objects
Supported by all activities related to behaviors: 146, 194, 294, 364, 407, 408, 416, 418, 446
Supported by activities: 2160, 2168
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize the difference between living and non living things
All Insect, My Body and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
2.9.3 Coordinate Geometry
SCIENTIFIC THINKING AND TECHNOLOGY: EXPLORING, INQUIRY AND DISCOVERYStandard 3.1a: BIOLOGICAL SCIENCES: LIVING AND NON-LIVING ORGANISMS3.1a.1 Common Characteristics of Life
Standard 2.9: GEOMETRY2.9.1 Identifications, Properties and Relations
2.9.2 Transformations and Symmetry
All materials copyright © 2003-2010 by The Source for Learning, Inc.11
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Categorize common living things into plants and animals
All Insect and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
State that living things need air, food, and water to survive
All Insect, My Body and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify that plants and animals have life cycles All Insect, My Body and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify parts of living things Supported by all activities related to behaviors: 179, 271, 329, 393, 458
All Insect, My Body and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
3.1a.3 Life Cycles
3.1a.5 Form and Function
All materials copyright © 2003-2010 by The Source for Learning, Inc.12
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify that plants and animals have different kinds of parts
All Insect, My Body and Zoo theme activities support this standard statement.
Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use the five senses as tools with which to observe, classify, collect information and describe observations
Supported by all activities related to behaviors: 160, 161, 167, 184, 217, 249, 276, 302, 319, 347, 349, 383, 411, 439, 444
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify similar characteristics of own family such as hair color, eye color and height
Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408
All My Body and Family theme activities provide experiences that support this standard
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe that seeds grow into plants, eggs hatch and babies grow into adults
Supported by activities: 479, 1395, 1398, 1401, 1406, 1414, 1376, 2118, 2120, 2123, 1798, 1441, 1199, 3254
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe observable patterns in objects Supported by all activities related to behaviors: 416 Supported by activities: 980, 821, 820
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Match types of clothing to seasonal weather conditions
All Fall, Spring, Summer and Winter theme activities provide experiences that support this standard statement.
3.1a.8 Unifying Themes
3.1a.9 Science As Inquiry
Standard 3.1b: BIOLOGICAL SCIENCES: GENETICS3.1b.1 Heredity
3.1b.2 Reproduction
3.1b.5 Unifying Themes
Standard 3.1c: BIOLOGICAL SCIENCES: EVOLUTION3.1c.2 Adaptation
All materials copyright © 2003-2010 by The Source for Learning, Inc.13
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Identify changes that occur in animals during the seasons
All Fall, Spring, Summer and Winter theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe change in home and school environments All Houses theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Discuss observations and discoveries Supported by all activities related to behaviors: 140, 145, 146, 160, 162, 163, 165, 174, 175, 190, 211, 212, 213, 216, 217, 234, 235, 236, 258, 264, 268.8, 271, 272, 273, 274, 274.5, 280, 285, 300, 301, 302, 313, 318, 320, 321, 322, 330, 341.5, 344, 347, 357, 359, 361, 364, 369, 370, 391, 376, 377, 378, 388, 391, 404, 405, 407, 407.5, 408, 416, 418, 425, 431, 436, 436.5, 445, 460.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe objects according to size, shape, color or properties of matter
Supported by all activities related to behaviors: 144, 176, 184, 201, 223, 224, 235, 263, 272, 285, 301, 309, 341, 359, 366, 441, 452
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize the different types of matter Supported by all activities related to behaviors: 184, 288, 347, 456
Supported by activities: 1333, 3287, 1332, 1305
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Experiment with changes in matter Supported by activities: 1333, 3287, 1332, 1305, 2251
Experiment with changes in substances when combined
Supported by activities: 1333, 3287, 1332, 1305, 2251
3.1c.3 Unifying Themes
3.1c.4 Science as Inquiry
Standard 3.2a: PHYSICAL SCIENCES: CHEMISTRY3.2a.1 Properties of Matter
3.2a.2 Structure of Matter
3.2a.4 Reactions
All materials copyright © 2003-2010 by The Source for Learning, Inc.14
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Explore and describe motion of toys and objects Supported by all activities related to behaviors: 211, 357
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Observe demonstrations and make predictions about basic energy types and sources
Supported by all activities related to behaviors: 376, 378, 440
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use magnets to explore and sort materials Supported by activities: 858, 662
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Categorize and create sounds based on different attributes
All Sound theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Predict a reaction based on previous experiences Supported by all activities related to behaviors: 174, 212, 376, 378, 416, 440
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Participate in scientific investigations Supported by all activities related to behaviors: 145, 174, 190, 212, 213, 302, 321, 325, 330.5, 357, 370, 376, 378, 414, 440, 451
Supported by activities: 483, 493, 518, 519, 585, 607, 681, 829, 1393, 1403, 1405, 1411, 1842, 1848, 1805, 1809, 1814, 895, 898, 901, 906, 904, 2249, 2206, 2216, 2221, 99, 2250, 1415, 1216, 1254, 1268, 1262, 1266, 85, 116, 188, 119, 120, 121, 177, 195, 17
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify earth forms in pictures Supported by activities: 484, 424
Standard 3.2b: PHYSICAL SCIENCES: PHYSICS3.2b.1 Force and Motion of Particles and Rigid Bodies
3.2b.2 Energy Storage and Transformations: Conservation Laws
3.2b.4 Electrical and Magnetic Energy
3.2b.5 Nature of Waves and Sound
3.2b.6 Unifying Themes
3.2b.7 Science as Inquiry
Standard 3.3a: EARTH AND SPACE SCIENCES: EARTH STRUCTURE, PROCESS, AND CYCLES3.3a.1 Earth Features and the Processes That Change It
All materials copyright © 2003-2010 by The Source for Learning, Inc.15
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Sort different types of earth Supported by activities: 1805, 1809, 1814, 1822, 1750, 2509, 972, 733, 709, 481, 1553, 2265, 2271, 2275, 2282, 1878, 1941, 1393, 1397, 1403, 1405, 1332, 1411, 1440, 1346, 1353, 1360, 1513, 1517, 1522, 1524, 1530, 1227, 1483, 1495, 1501, 1503, 1507, 1538,
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Observe and explore water in solid and liquid states Supported by all activities related to behaviors: 288 Supported by activities: 1333, 3287, 1332, 1305,
Identify a variety of uses for water Supported by activities: 1805, 1809, 1814, 1822, 99, 3221, 511, 3210, 869, 1031, 3183, 572, 873, 1513, 1517, 1522, 1524, 1530, 2578, 1508, 1546, 1545, 2350, 1738
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify season that corresponds with observable climate
All Fall, Spring, Summer and Winter theme activities support this standard statement.
Identify how weather affects daily life All Fall, Spring, Summer and Winter theme activities support this standard statement.
Identify different types of precipitation All Fall, Spring, Summer and Winter theme activities support this standard statement.
Identify a thermometer as a tool for measuring temperature
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Examine change through simple observation Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440
Supported by activities: 1805, 1809, 1814, 1822, 2457, 2456, 1513, 1517, 1522, 1524, 1530, 1540, 1504, 1547, 1548, 1210, 1216, 1223, 1226, 1232, 1332, 1305, 858, 662, 444, 359, 362, 1314, 2056, 2059, 2066, 2070, 2619, 2523, 1358, 199, 1376, 1395, 1398, 1401, 1406, 1414, 2118, 2120, 2123, 1798, 479,
All Fall, Spring, Summer and Winter theme activities support this standard statement.
3.3a.2 Earth's Resources and Materials
3.3a.4 Water
3.3a.5 Weather and Climate
3.3a.6 Unifying Themes
All materials copyright © 2003-2010 by The Source for Learning, Inc.16
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify the characteristics of the sun, moon, stars and clouds
Supported by activities: 2510, 268, 280, 2082, 2077, 2086, 2089, 2094, 325, 1304
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify examples of technology Supported by activities: 474, 995, 996, 997, 998, 988
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify the function of simple technological objects Not specifically observed in PreschoolFirst.
Identify the appropriate technology to complete a task
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use simple tools and materials Supported by activities: 85, 99, 116, 118, 119, 120, 121, 177, 178, 179, 180, 195, 895, 898, 901, 904, 906, 972, 1210, 1216, 1223, 1226, 1232, 1254, 1259, 1262, 1266, 1268, 1274, 1305, 1366, 1368, 1393, 1397, 1402, 1403, 1405, 1410, 1411, 1415, 1442, 1513, 1517, 1522, 1524, 1530, 1761, 1766, 1805, 1809, 1814, 1822, 1842, 1848, 2100, 2101, 2103, 2112, 2104, 2179, 2197, 2206, 2216, 2221, 2249, 2250, 2463
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice using medical equipment and materials Supported by activities: 590, 611, 1022, 465, 2581, 2582, 224, 225, 226, 238, 249, 250, 272, 227, 228, 286, 200, 233, 2348
Standard 3.3b: EARTH AND SPACE SCIENCES: ORIGIN AND EVOLUTION OF THE UNIVERSE3.3b.1 Composition and Structure
Standard 3.4a: SCOPE OF TECHNOLOGY3.4a.1 Characteristics of Technology
3.4a.3 Technology Connections
Standard 3.4c: TECHNOLOGY AND ENGINEERING DESIGN3.4c.1 Design Attributes
Standard 3.4e: TECHNOLOGY: THE DESIGN WORLD3.4e.1 Medical Technologies
All materials copyright © 2003-2010 by The Source for Learning, Inc.17
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Explore wind power Supported by activities: 1443, 1358
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify communication devices in the home Supported by activities: 474, 995, 996, 997, 998, 988
Identify parts of a computer Not specifically observed in PreschoolFirst.Use a computer to run specific software independently
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Classify types and uses of transportation vehicles All Transportation theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify construction vehicles, simple tools and materials
All Transportation theme activities provide experiences that support this standard statement.
Build structures using a variety of block types Supported by all activities related to behaviors: 146, 156, 157, 174, 201, 222, 244, 290, 453
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify bodies of water Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify objects that can be recycled Supported by activities: 270, 342, 343Discuss the purpose of recycling Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify how litter can have a negative impact on animals and the environment
Supported by activities: 270, 342, 343
3.4e.3 Energy and Power Technologies
3.4e.4 Information and Communication Technologies
3.4e.5 Transportation Technologies
3.4e.7 Construction Technologies
Standard 4.1: ENVIRONMENT AND ECOLOGY4.1 Watersheds and Wetlands
4.2 Renewable and Non-Renewable Resources
4.3 Environmental Health
4.4 Agriculture and Society
All materials copyright © 2003-2010 by The Source for Learning, Inc.18
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe the purpose of a farm Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570
Identify the products that are produced on a farm Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570
Describe the people, animals and equipment that are found on a farm
Supported by activities: 3132, 3139, 304, 53, 2174, 2180, 2530, 2529, 2713, 2714, 2715, 566, 1191, 1000, 717, 3228, 2563, 2108, 2570
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Observes events that occur in a cycle Supported by activities: 1473, 2154, 2157, 2159, 2163, 2170, 2613, 1847, 1851, 239, 240, 241, 242, 243, 1834, 1839, 1853, 2019, 1798, 1395, 1398, 1401, 1406, 1414, 1402
All Insect, My Body and Zoo theme activities support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify some species that are extinct Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify types of shelters that humans use All Houses theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Discuss rules that protect the environment Supported by activities: 270, 342, 343
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
State rules and some consequences Supported by all activities related to behaviors: 145, 213, 251, 321, 390, 451
4.6 Ecosystems and Their Interactions
4.7 Threatened, Endangered and Extinct Species
4.8 Humans and the Environment
4.9 Environmental Laws and Regulations
SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIESStandard 5.1: PRINCIPLES AND DOCUMENTS OF GOVERNMENT5.1.1 Sources, Purpose and Functions of Law
Standard 5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIPAll materials copyright © 2003-2010 by The Source for Learning, Inc.
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Display awareness of role as a member of a group Supported by all activities related to behaviors: 177, 180, 208, 231, 251, 298, 299, 332, 360, 390, 448, 449, 450, 451
All Game Time and Creative Play Time activities provide experiences that support this standard statement.
Explain how community workers keep us healthy and safe
All Career Theme activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify one or two solutions to a conflict or a problem
Supported by all activities related to behaviors:: 160, 174, 175, 211, 212, 333, 362, 376, 381, 382, 389, 428, 436
Attempt to independently solve a conflict with a peer Supported by all activities related to behaviors: 177, 253, 323.5, 379, 432
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Show interest in leadership opportunities Supported by all activities related to behaviors: 414 Supported by activities: 616, 531, 532, 622, 3267, 265, 2514, 1981,
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize equal distribution Supported by all activities related to behaviors: 404 Supported by activities: 804, 678, 1681
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate knowledge about community workers and their roles
All Career Theme activities provide experiences that support this standard statement.
5.2.1 Civic Rights, Responsibilities and Duties
5.2.2 Sources and Resolutions of Conflict
5.2.3 Political Leadership and Public Service
Standard 6.1: ECONOMIC SYSTEMS6.1.2 Traditional, Command and Market Economies
6.1.3 Measures of Economic
All materials copyright © 2003-2010 by The Source for Learning, Inc.20
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate an awareness of the uses of money Supported by activities: 1761, 1766, 1760, 216, 217, 218, 219, 220, 221, 222, 223, 943, 944, 948, 2174, 2181, 2176, 2183, 2186, 2179, 2175, 1855, 1859, 1863, 1363, 1369, 2105, 2097, 2103, 2098, 2102, 1481, 1487, 1480, 1484, 364, 367, 370, 1272, 1277, 1271
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify where some products originate Supported by activities: 1761, 1766, 1760, 216, 217, 218, 219, 220, 221, 222, 223, 943, 944, 948, 2174, 2181, 2176, 2183, 2186, 2179, 2175, 1855, 1859, 1863, 1363, 1369, 2105, 2097, 2103, 2098, 2102, 1481, 1487, 1480, 1484, 364, 367, 370, 1272, 1277, 1271
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand that some resources and money are limited
Not specifically observed in PreschoolFirst.
Notice when materials are gone Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share or offer items to others Supported by all activities related to behaviors: 152, 257, 299, 379, 422, 449
All Creative Play Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand that one earns money from working All Career Theme activities provide experiences that support this standard statement.
Standard 6.2: MARKETS AND THE FUNCTIONS OF GOVERNMENT6.2.3 Function of Money
Standard 6.5: WORK AND EARNINGS
6.2.5 Changes in Supply and Demand
Standard 6.3: SCARCITY AND CHOICE 6.3.1 Scarcity and Limited Resources
6.3.3 Allocation of Resources
6.5.1 Factors Influencing Wages
All materials copyright © 2003-2010 by The Source for Learning, Inc.21
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Name businesses and their corresponding goods and services
All Career Theme activities provide experiences that support this standard statement.
Supported by activities: 1863, 1940, 1942, 1855, 1859, 1938, 2105, 2098, 2102, 377, 388, 395, 1272, 1273, 2552, 256, 257, 274, 944, 472, 3251, 1198, 496, 610, 782, 2176, 2183, 2186, 2585
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice saving money or tokens Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate a beginning understanding of maps as actual representations of places
Supported by all activities related to behaviors: 236, 268.8, 319, 336, 375, 418, 431, 453, 458
Supported by activities: 1742, 1745, 1751, 1754, 1758, 209, 2189, 2193, 2291, 2297, 2301, 2302, 2308, 2376, 1392, 1396, 1404, 1409
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe the characteristics of his/her home and frequently visited locations
Supported by activities: 1742, 1745, 1751, 1754, 1758, 209, 2189, 2193, 2291, 2297, 2301, 2302, 2308, 2376, 1392, 1396, 1404, 1409
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe the location of items/areas in the classroom and areas at home
Supported by activities: 1034, 389
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify some similarities and differences of physical and personal characteristics
Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408
All My Body and Family theme activities provide experiences that support this standard statement.
6.5.3 Types of Businesses
6.5.7 Costs and Benefits of Savings
Standard 7.1: BASIC GEOGRAPHIC LITERACY 7.1.1 Geographic Tools
7.1.2 Places and Regions
Standard 7.2: PHYSICAL CHARACTERISTICS OF PLACES AND REGIONS7.2.1 Physical Characteristics
Standard 7.3: HUMAN CHARACTERISTICS OF PLACES AND REGIONS7.3.1 Human Characteristics
All materials copyright © 2003-2010 by The Source for Learning, Inc.22
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Demonstrate an appreciation of one's own characteristics and those of others and others' cultures
Supported by all activities related to behaviors: 165, 259, 349, 361, 380, 408
All Family, Houses, and My body themed activities encourage teacher to incorporate family cultural traditions and provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize that environmental changes can impact what people do
All Fall, Winter, Spring and Summer themed activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand how to make simple technology work Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate understanding of a sequence of events Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440
Use words to describe time (yesterday, today, tomorrow)
Supported by all activities related to behaviors: 330.5, 440
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand how things, people and places change over time
Supported by all activities related to behaviors: 330.5, 370, 376, 425, 440
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Understand that information comes from many sources, such as books, computer or newspapers
All PreschoolFirst activities provide experiences that support this standard statement.
Standard 7.4: INTERACTIONS BETWEEN PEOPLE AND THE ENVIRONMENT7.4.1 Impact of Physical Systems on People
7.4.2 Impact of People on Physical Systems
Standard 8.1 HISTORICAL ANALYSIS AND SKILLS DEVELOPMENT8.1.1 Continuity and Change Over Time
8.1.2 Historical Comprehension and Interpretation
8.1.3 Research
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice basic hygiene routines with adult reminders Supported by all activities related to behaviors: 171, 396
Supported by activities: 2467, 263, 273, 270, 1285, 1294, 1301, 49, 50, 51, 2539, 2540, 2207, 2219, 2209, 2212, 2217, 2251, 103, 127, 167, 2125, 2011
Identify medicine and know that it is used to stay healthy
Supported by activities: 296, 299
Identify fundamental practices for good health Supported by activities:2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 2348, 226, 362, 2182, 2228, 2175, 127, 129, 2584, 2586
Identify how people keep us healthy Supported by activities:2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 2348, 226, 362, 2182, 2228, 2175, 127, 129, 2584, 2586
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify and locate body parts Supported by all activities related to behaviors: 179, 271, 329, 393, 458
Identify specific practices that support body development and function
Supported by all activities related to behaviors: 135, 138, 143, 153, 154, 155, 161, 169, 170, 181, 182, 182.5, 183, 187, 191, 192, 200, 202, 203, 218, 218.5, 237, 238, 239, 240, 242, 243, 245, 246, 260, 261, 265, 266, 267, 275, 276, 277, 278, 284, 286, 288, 289, 291, 295, 303, 304, 305, 314, 324, 327, 328, 339, 340, 342, 343, 345, 352, 354, 355, 356, 367, 368, 386, 387, 392, 394, 395, 398, 403, 413, 419, 420, 429, 430, 433, 434, 443, 455
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify and follow basic safety rules Supported by all activities related to behaviors: 405 Supported by activities: 2348, 192, 191, 194, 224, 225, 226, 249, 250, 272, 286, 233, 2351, 173, 178, 179, 180, 2544, 2349, 2350
Identify how people help to keep us safe Supported by activities: 590, 611, 1022, 465, 2581, 2582, 224, 225, 226, 238, 249, 250, 272, 227, 228, 286, 200, 233, 2348
10.1-3.2 Body Awareness
10.1-3.3 Safe Practices
HEALTH, WELLNESS AND PHYSICAL DEVELOPMENT: LEARNING ABOUT MY BODYStandard 10.1-3: HEALTH AND SAFE PRACTICES10.1-3.1 Fundamentals of Good Health
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Identify the consequence of unsafe behavior Supported by activities: 2351, 359, 362, 2348, 2350, 390, 338
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Name foods that keep us healthy Supported by activities:2165, 2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2199, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 226, 362, 2182, 2228, 2175, 2586
Classify foods by their food group Supported by activities:2165, 2240, 2241, 181, 2176, 2194, 2154, 2157, 2159, 2170, 2199, 2163, 2170, 2199, 2183, 2186, 2184, 2185, 2213, 2235, 128, 225, 359, 2233, 226, 362, 2182, 2228, 2175, 2586
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Combine large motor movements with the use of equipment
Supported by all activities related to behaviors: 169, 170, 182.5, 183, 191, 200, 241, 265, 266, 275, 276, 288, 303, 304, 314, 324, 326, 340, 342, 343, 345, 355, 356, 387, 394, 413, 419, 429, 433, 434
Demonstrate coordination of body movements in active play
Supported by all activities related to behaviors: 153, 169, 170, 171, 181, 182, 182.5, 183, 187, 191, 192, 200, 218, 218.5, 237, 238, 239, 240, 241, 242, 246, 260, 261, 265, 266, 275, 276, 284, 286, 288, 295, 303, 304, 305, 314, 324, 326, 327, 328, 339, 340, 342, 343, 345, 354, 355, 356, 367, 368, 386, 387, 392, 394, 403, 413, 419, 420, 429, 430, 433, 434, 443
Move and stop with control Supported by all activities related to behaviors: 261, 265, 345, 386, 430
All Game Time activities provide experiences to support this standard statement.
Perform a variety of movements skills along side and with a partner
All Game Time activities provide experiences to support this standard statement.
Standard 10.4: PHYSICAL ACTIVITY: GROSS MOTOR COORDINATION10.4.1 Control and Coordination
10.1-3.4 Nutrition
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Exhibit balance while moving on large motor equipment
Supported by all activities related to behaviors: 182.5, 192, 246, 284, 295, 314, 328, 340, 403
Show enthusiasm for mastery of gross motor movements through repetitive practice
Supported by all activities related to behaviors: 153, 169, 170, 171, 181, 182, 182.5, 183, 187, 191, 192, 200, 218, 218.5, 237, 238, 239, 240, 241, 242, 246, 260, 261, 265, 266, 275, 276, 284, 286, 288, 295, 303, 304, 305, 314, 324, 326, 327, 328, 339, 340, 342, 343, 345, 354, 355, 356, 367, 368, 386, 387, 392, 394, 403, 413, 419, 420, 429, 430, 433, 434, 443
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use hands, fingers and wrists to manipulate objects Supported by all activities related to behaviors: 135, 138, 138.5, 143, 151, 154, 155, 156, 157, 158, 161, 172, 173, 176, 184, 186, 188, 189, 193, 201, 202, 203, 204, 219, 220, 221, 222, 224, 243, 244, 245, 247, 252, 254, 263, 267, 267.5, 277, 278, 287, 289, 290, 291, 292, 307, 308, 309, 315, 316, 325, 334, 335, 336, 337, 338, 341, 351, 352, 353, 365, 366, 375, 385, 395, 396, 397, 398, 399, 409, 417, 423, 426, 439, 452, 453, 455, 456, 457, 458, 459, 460
Practice manual self help skills Supported by all activities related to behaviors: 143, 155, 173, 193, 220, 267.5, 278, 308, 325, 335, 338, 352, 353, 365, 385, 395, 396, 426, 455, 459, 460
10.5.1 Strength, Coordination and Muscle Control
10.4.3 Balance and Strength
Standard 10.5: CONCEPTS, PRINCIPLES AND STRATEGIES OF MOVEMENT: FINE MOTOR DEVELOPMENT
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Coordinate eye and hand movements to perform a task
Supported by all activities related to behaviors: 135, 138, 138.5, 143, 151, 154, 155, 156, 157, 158, 161, 172, 173, 176, 184, 186, 188, 189, 193, 201, 202, 203, 204, 219, 220, 221, 222, 224, 243, 244, 245, 247, 252, 254, 263, 267, 267.5, 277, 278, 287, 289, 290, 291, 292, 307, 308, 309, 315, 316, 325, 334, 335, 336, 337, 338, 341, 351, 352, 353, 365, 366, 375, 385, 395, 396, 397, 398, 399, 409, 417, 423, 426, 439, 452, 453, 455, 456, 457, 458, 459, 460
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use writing and drawing implements with correct grip to make pictures
Supported by all activities related to behaviors: 154, 188, 203, 204, 221, 277, 307, 336, 337, 341, 366, 375, 417, 452, 457, 458
Use classroom and household tools independently to accomplish a purpose
Supported by all activities related to behaviors: 154, 155, 173, 175, 176, 193, 204, 220, 243, 252, 254, 278, 308, 315, 334, 335, 397, 423, 455, 456
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use a variety of text during play Supported by all activities related to behaviors: 147, 148, 164, 166, 178, 185, 190, 195, 195.3, 195.5, 195.8, 198, 206, 207, 207.5, 227, 228, 229, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 313, 317, 318, 319, 331, 362, 373, 382, 383, 389, 402, 411, 412, 412.5, 428, 438
Select a variety of genre during play Supported by all activities related to behaviors: 147, 148, 164, 166, 178, 185, 190, 195, 195.3, 195.5, 195.8, 198, 206, 207, 207.5, 227, 228, 229, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 313, 317, 318, 319, 331, 362, 373, 382, 383, 389, 402, 411, 412, 412.5, 428, 438
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Standard 1.1: LEARNING TO READ INDEPENDENTLY1.1.1 Purposes For Reading
1.1.2 Word Recognition Skills
10.5.2 Eye/Hand Coordination
10.5.3 Use of Tools
LANGUAGE AND LITERACY DEVELOPMENT: EARLY LITERACY FOUNDATIONS; READING, WRITING, SPEAKING AND LISTENING
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Identify upper case letters Supported by all activities related to behaviors: 377.5, 435, 446, 459.5
Associate some names of letters with their shapes and sounds
Supported by all activities related to behaviors: 377.5, 435, 435.5, 446, 454.5, 459.5
Differentiate words and letters Supported by all activities related to behaviors: 460.5
Continue teacher-initiated word patterns Supported by all activities related to behaviors: 331, 412.5
Identify familiar words and environmental print Supported by all activities related to behaviors: 407.5, 436.5, 446.5, 460.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Describe pictures in books using detail Supported by all activities related to behaviors: 185, 310, 371, 383, 440, 445
Practice new vocabulary with teacher assistance Supported by all activities related to behaviors: 166, 178, 195, 195.3, 195.5, 195.8, 199, 207, 207.5, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 317, 319, 412
Match vocabulary to picture clues Supported by all activities related to behaviors: 185, 268.8, 370, 408, 445
Use new vocabulary when speaking Supported by all activities related to behaviors: 166, 178, 195, 195.3, 195.5, 195.8, 199, 207, 207.5, 255, 256, 262, 268, 269, 270, 281, 296, 306, 310, 311, 317, 319, 412
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Respond appropriately to directions and stories Supported by all activities related to behaviors: 136, 160, 167, 194, 211, 213, 249, 282, 332, 362.5, 376, 405, 424.5, 427
Use verbs to describe illustrations Supported by all activities related to behaviors: 195.8, 199, 207, 296
Retell a simple story in sequence with picture support
Supported by all activities related to behaviors: 167, 249, 362.5, 370, 373, 382, 383, 376, 440
Identify story details through questioning Supported by all activities related to behaviors: 190, 313, 318, 357
Draw connections between story events and personal experiences
Supported by all activities related to behaviors: 190, 227, 313, 318, 362.5, 424.5, 428
All Story Circle Time activity discussions provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
1.1.4 Comprehension and Interpretation
1.1.5 Fluency
1.1.3 Vocabulary Development
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Recite rhymes, songs, and familiar text while using tracking
Supported by all activities related to behaviors: 178, 203, 300, 306, 331, 374.5, 412.5, 427
All Stories and Rhymes Theme activities provide experiences that support this standard statement.
Apply knowledge of letters, words, and sounds to read simple sentences
Supported by all activities related to behaviors: 148, 228, 377.5, 435, 435.5, 446, 454.5, 459.5, 460.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify title and author of a story Not specifically observed in PreschoolFirst.Identify characters in story All Story Time activities provide experiences that
support this standard statement.Discuss events in book or story Supported by all activities related to behaviors: 167,
249, 362.5, 373, 376, 382, 424.5, Explain reasons for liking or disliking a book or story with prompting
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Practice book handling skills Supported by all activities related to behaviors: 138.5, 267.5, 391.5
Identify beginning and end of a story Supported by all activities related to behaviors: 370, 373, 376, 377, 382, 383, 416, 425, 440
Practice tracking from top to bottom and left to right with scaffolding
Supported by all activities related to behaviors: 442, 446.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Differentiate between real and make-believe Supported by all activities related to behaviors: 140, 264, 322, 388, 436
All Creative Play Time activities provide experiences that support this standard statement.
State at least one important fact from informational text
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use illustration clues and story sequence to infer and predict what happens next in a story
Supported by all activities related to behaviors: 268.8, 370, 371, 376, 383, 408, 431, 440, 445
1.2.2 Text Organization
1.2.3 Fact and Opinion
1.2.5 Inferences
Standard 1.2: READING, ANALYZING AND INTERPRETING TEXT1.2.1 Text Analysis and Evaluation
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Decide if predictions were confirmed Supported by all activities related to behaviors: 145, 174, 190, 212, 213, 302, 321, 325, 330.5, 357, 370, 376, 378, 414, 440, 451
Supported by activities: 483, 493, 518, 519, 585, 607, 681, 829, 1393, 1403, 1405, 1411, 1842, 1848, 1805, 1809, 1814, 895, 898, 901, 906, 904, 2249, 2206, 2216, 2221, 99, 2250, 1415, 1216, 1254, 1268, 1262, 1266, 85, 116, 188, 119, 120, 121, 177, 195, 17
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Select favorite book from many by same author Supported by all activities related to behaviors: 236.5, 274.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify a variety of literary genre with teacher support
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Respond to questions about main characters, settings and event during a read aloud
Supported by all activities related to behaviors: 190, 227,236.5, 313, 318, 357, 362.5, 424.5, 427
All Story Circle Time activity discussions provide experiences that support this standard statement.
Supported by activities: 260, 261, 262, 265, 29, 30, 90, 177, 195, 178, 179, 180, 88, 356, 360, 2511, 2513, 308, 2541, 1351, 1252, 2035, 927
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Recognize words in works of literature with teacher support
Supported by all activities related to behaviors: 377.5, 435.5, 436.5, 454.5, 459.5, 460.5
Supported by activities: 90, 406, 1252, 2006, 2254, 2412, 2453, 2511, 2541, 2616, 2617
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Create illustrations and write about it Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
1.4.1 Narrative
1.3.2 Literary Genres
1.3.3 Literary Elements
1.3.4 Literary Devices
Standard 1.4: TYPES OF WRITING
Standard 1.3: READING, ANALYZING AND INTERPRETING LITERATURE1.3.1 Analysis and Evaluation
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share information through pictures and dictated words
Supported by all activities related to behaviors: 341.5, 370, 371, 383, 440, 445
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Illustrate and/or tell about a specific topic Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Generate ideas for a picture, story or shared writing Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
Identify and/or create illustrations that depict story detail
Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Write symbols, words or simple phrases that communicate an idea
Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Experiment with a variety of writing tools and surfaces
Supported by all activities related to behaviors: 378.5, 417, 458.5
Supported by activities: 823, 2460, 2461, 2469, 1006, 1005, 556
Create letter forms using various materials Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
Print letters in name using letter-like forms or conventional print
Supported by all activities related to behaviors: 188, 221, 336, 337, 341, 341.5, 366, 375, 417, 452, 458, 458.5
1.5.2 Content
1.5.3 Organization
1.5.6 Convention
1.4.2 Informational
Standard 1.5: QUALITY OF WRITING1.5.1 Focus
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Listen and respond attentively to conversations Supported by all activities related to behaviors: 136, 139, 145, 160, 167, 194, 213, 249, 282, 331, 332, 362.5, 373, 376, 377, 424.5, 427
Interactions and discussions in Story Circle and Buddy Time activities provide experiences to support this standard statement.
Ask and answer relevant questions Supported by all activities related to behaviors: 190, 227, 229, 313, 318, 362, 362.5, 424.5, 428
Follow two-step directions Supported by all activities related to behaviors: 144, 136, 139, 145, 160, 194, 199, 213, 282, 294, 300, 331, 332, 427
All Project Time, Buddy Time, and Game Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share experience when asked Supported by all activities related to behaviors: 190, 227, 229, 313, 318, 362, 362.5, 424.5, 428
Speak in simple sentences Supported by all activities related to behaviors: 255, 281, 306, 412
Recite rhymes, songs, and familiar text in a group Supported by all activities related to behaviors: 300, 331, 374.5, 412.5, 427
Answer questions Supported by all activities related to behaviors: 227, 362, 428
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Communicate using detail when relating personal experiences
Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440
Pose questions and listen to ideas of others Supported by all activities related to behaviors: 190, 227, 313, 318, 362, 428
Contribute to class discussion Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440
1.6.1 DiscussionStandard 1.6: SPEAKING AND LISTENING
1.6.2 Listening Skills
1.6.3 Discussion
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Share information about an item of interest Supported by all activities related to behaviors: 164, 166, 178, 185, 195, 195.3, 195.5, 195.8, 198, 199, 207, 227, 255, 256, 262, 268, 269, 270, 281, 294, 296, 306, 310, 311, 317, 318, 319, 362, 362.5, 372, 373, 382, 383, 389, 402, 411, 412, 428, 438, 440
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use verbal and nonverbal language to communicate for a variety of purposes
Supported by all activities related to behaviors: 209, 210, 215, 250, 253, 283, 323.5, 333, 346, 360, 362, 373, 412, 428, 432
Repeat a few words in a language other than native language
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Ask questions about topics of personal interested to gain information
Supported by all activities related to behaviors: 190, 313, 318, 357
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Locate information on identified topics using resources provided by teacher
Not specifically observed in PreschoolFirst.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Produce a simple project based on research with assistance
All Project Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Identify technology that can be used to gain information
Not specifically observed in PreschoolFirst.
Use age appropriate computer program after training Not specifically observed in PreschoolFirst.
1.6.4 Presentation
Standard 1.7: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE1.7.1 Communicating in More Than One Language
Standard 1.8: RESEARCH1.8.1 Inquiry Based Process
1.8.2 Location of Information and Citing Sources
1.8.3 Organization and Production of Final Product
Standard 1.9: INFORMATION, COMMUNICATION AND TECHNOLOGY LITERACY1.9.1 Media and Technology Resources
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Standard StatementOffer an on-site enrollment meeting where family can meet school personnel and observe the classroom where the child will be attending
Share families' and school routines and discuss any needed accommodations
Provide and regularly review a Parent Handbook thatoutlines program expectations and operating details
Offer parent-teacher school events that provide updates and give families opportunities to participate in school life
PARTNERSHIPS FOR LEARNING: FAMILIES, LEARNING ENVIRONMENTS AND COMMUNITIESStandard 20.1: CONNECTIONS: SHARED UNDERSTANDING OF FAMILY AND SCHOOL VALUES, PHILOSOPHIES AND CULTURES20.1.1 Information Exchange
PreschoolFirst Resource Features PreschoolFirst has a parent component that encourages program staff and parents to work together for the child’s benefit. By working with the families, staff gets to know the children, build trust and an ongoing relationship with parents. This ongoing relationship can begin a dialogue that helps teaching staff understand and work with the children’s families. This relationship help parents learn and better understand reasonable expectations for their child’s growth.
PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the child’s individual page. PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Teachers can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.
PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. This feature then translates parent content in Spanish to families who would prefer to receive information about their child in Spanish.
PreschoolFirst assists childcare/preschool programs work with families on shared child care giving issues. The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. The parent-component allows families to view the child’s developmental progress and helps them understand reasonable expectations for their child’s growth.
PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard.
PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.
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Identify home culture, language, and routines and how they might impact a child's adjustment to school
Discuss schedules, events or past experiences that may impact a child's school experience
Share instructional philosophies that help families understand the school structure
Standard StatementIdentify family practices and traditions that should be included within the classroom
20.1.2 Home to School Connections
Intake Questionnaires generated by the PreschoolFirst system, provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.
The “Enter Notes” and “View Notes” feature in PreschoolFirst additionally supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home.
PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the individual child’s page. When parents look for behaviors a child has not yet mastered, they can learn and better understand reasonable expectations for their child’s growth.
PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Parents can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.
PreschoolFirst allows the childcare/preschool programs to establish practices to foster strong reciprocal relationships with families from the first contact and maintain them over time. Administrators have the ability to print Intake Questionnaires from the PreschoolFirst system for new families. These questionnaires help teachers become acquainted with and learn from families more about them which help to establish a starting point from where they can begin observing the new children.
PreschoolFirst parent component allows staff to engage with families. Intake Questionnaires provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.
The “Enter Notes” and “View Notes” feature in PreschoolFirst additionally supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home.
PreschoolFirst helps parents and teachers understand a child's development, offers Home Time activities to meet each child's needs, and helps teachers and parents work together in the best interest of each child.
PreschoolFirst Resource Features Although PreschoolFirst encourages family/program interaction, it is up to the program to implement this standard. Many PreschoolFirst themes such as Family, Houses, and Food include activities that encourage teachers to incorporate family traditions.
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Work with families to identify books, songs and finger plays, dances, foods, and toys that should be included I the classroom or school environment; ask for donationsLearn about the family and home setting and incorporate into the school experience, asking for updates and new information regularly
Invite family members into the classroom to discuss cultural information with the children, to participate in classroom life, or to identify community locations or businesses that can be visited
Work with families to determine child's best classroom placement including when to transition from one to the next, personality types
Standard StatementImplement a family-school annual review of program operationDevelop and update annually a Parent Manual that details operational procedures
Establish conflict resolution policies that identify procedures for complaints or suggestions
Standard 20.2: FAMILY ENGAGEMENT
Although PreschoolFirst encourages family/program interaction, it is up to the program to implement this standard. Many PreschoolFirst themes such as Family, Houses, and Food include activities that encourage teachers to incorporate family traditions.
By using the PreschoolFirst parent component, teachers include families in the child's development and help parents and teachers understand the important role of the family home in a child's early learning experiences.
20.2.1 Shared Governance or Decision-MakingPreschoolFirst Resource Features
PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard.
PreschoolFirst allows the childcare/preschool programs to establish practices to foster strong reciprocal relationships with families from the first contact and maintain them over time. Administrators have the ability to print Intake Questionnaires from the PreschoolFirst system for new families. These questionnaires help teachers become acquainted with and learn from families more about them which help to establish a starting point from where they can begin observing the new children.
PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard.
It is up to the program to decide how to update Parent Manuals that include details of operational procedures. However, when an EC program subscribes to PreschoolFirst, ALL their families also become users of PreschoolFirst system. PreschoolFirst provides a letter to be shared with families and a parent user manual that explains the functions of the parent component of PreschoolFirst system. It also includes guidance on the assessment tool feature as well.
PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish. PreschoolFirst provides the Spanish feature and user guides in Spanish to all subscribers at no additional cost.
The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish.
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Post regulations and program requirements in strategic locations within the school so family members can review it regularly
Offer training to Advisory or Board on shared governance
Standard StatementLearn families' interest and capacity for participation in specific events such as a holiday party, and graduation event
Offer family education events such as parenting classes, sign language, health and safety that reflect families' interests and needs
Incorporated unique cultural events or beliefs into classroom life
Standard Statement
PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.
20.2.2 Special Events and Activities
Standard 20.3: SUPPORTING CHILDREN'S LEARNING20.3.1 Screening and Assessment
PreschoolFirst Resource Features PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.
PreschoolFirst allows ALL parents to be more involved in their child’s childcare/preschool program. Parent log in features allows members of families with varying structures to watch the growth and learning of a child and correspond with the program. PreschoolFirst provides a framework of secular behaviors and activities that are appropriate for all socioeconomic, racial, religious, and cultural backgrounds; gender; and a range of developmental abilities. This flexible framework can be expanded to include unique cultural experiences, interests, and skills when programs invite parents to volunteer. Several PreschoolFirst activities suggest that parents volunteer. Additionally staff can add their own ideas to customize curriculum to ensure the racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in appropriate aspects of the program.
PreschoolFirst Resource Features
PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard.
PreschoolFirst is ideal to involve busy parents. When in-person communication is not possible, PreschoolFirst can be used as an alternative means to communicate with families. The parent component of PreschoolFirst provides information on the child’s progress 24/7, anytime, anywhere access and also offers the Home Time Activities for parents to use. PreschoolFirst helps parents and providers understand a child's development, offers activities to meet each child's needs.
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Identify screening, assessment and referral processes that include families' involvement
PreschoolFirst is an assessment tool that provides child care/preschool programs an organized method to observe children integrated with a curricular resource. PreschoolFirst is the only research-based early childhood program built from the ground up as a seamless, integrated, online system for administrators, teachers and parents.
• PreschoolFirst assessment tool is an ongoing formative observation system designed to be integrated into everyday activities. PreschoolFirst integrates a set of more than 500 developmentally appropriate behaviors with a curricular resource to help teachers monitor and record children’s developmental progress in their most natural setting- at play.• PreschoolFirst makes obsreving a group of children or an individual child fast and easy by offering a printable observation sheet which displays behaviors for each activity and for an individual child. After the teacher gathers new observation from the classroom, s/he can enter them into PreschoolFirst from either an activity page or from each individual child's page. If a child has not yet mastered a behaviors within an expected time frame, a red flag will appear following that particular behavior number on the observation sheet indicating that this matter needs to be discussed with the child's parents and possibly recommend parents to discuss any potential issues with the child's pediatrician or another child development expert for another opinion.• When a teacher regularly watches children play and enters observations into PreschoolFirst, they create an ongoing record of each child’s growth. This record helps teachers and parents plan appropriate activities so that each child in her class has the opportunity to practice and learn new behaviors.• PreschoolFirst is a completely encrypted system, all data and information entered in the system remains confidential. Only the child care/program administrator has password access to all the features, records, and data in the PreschoolFirst system. Teacher and specialist passwords only allow access to the information for a class and individual children assigned to that person. Administrators have the option of distributing parent passwords, and therefore can control who does and does not have appropriate access to a child’s data. Family member’s user name and password only allow each family to view their child’s records, growth, and appropriate activities.• This system provides a 24/7, anytime, anywhere access to involve busy parents. Parents log in to see information about their child, follow the development of their child, and read notes from the teacher. The parents also have the ability to do observations using the PreschoolFirst printable observation sheet and share their observations with the child care/preschool program.
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Utilize screening and assessment instruments that are aligned with the early learning standards
Assure that children are screened for health, mental health, dental, social-emotional, and cognitive development and the results are shared with families
Be familiar with community agencies that provide additional screenings or assessments upon referral
Provide information on child development and parenting that identifies age-appropriate skill development
PreschoolFirst is an assessment tool, therefore recommends that children’s health records be maintained separately. However, PreschoolFirst “Alert” feature gives the administrator an ability to add a special message to a child’s page in PreschoolFirst for teachers to read which may be related to the child’s health or a child’s special needs.
PreschoolFirst has a feature to log in alerts by an administrator. These alerts are important messages for the teacher (for e.g. information about allergies a child may have or any other special needs). These alerts appear on top on the child’s webpage and is highlighted serving as a reminder to the teacher so that this information is taken into consideration when the teacher plans activities for her class.
EC Programs can enroll specialists from outside agencies connected with their program as users of its PreschoolFirst account. Specialists then can be assigned to the specific children they serve. PreschoolFirst allows teachers and specialists exchange notes and work on a plan to meet the needs and interests of the children and families they serve, thus helping programs develop a partnerships and professional relationships with agencies and organizations in the community.
PreschoolFirst encourages family/program interaction, but it is up to the program to implement this standard. PreschoolFirst's parent component allows parents to login to view their child's growth and development.
PreschoolFirst is an online, play-based assessment tool and curriculum resource intended to be used as an integral part of an early childhood program. Progress is recorded using a progressive Likert rating scale. Effective ongoing observation of a group of children or a specific child utilizes printable observation sheets and online observation entry pages for each activity. Teachers can also easily record an anecdotal note that only staff can read by clicking on “Enter a Note” button on the child’s page.
Using PreschoolFirst, teachers can transform collected data into meaningful reports that helps them create a developmentally appropriate curriculum intervention with intervention support for the whole class and/or individual children.
PreschoolFirst's curriculum which is interwoven with the play-based assessment tool is aligned to the Pennsylvania Early Learning Standards for Pre-Kindergarten and is an available option to PreschoolFirst subscribers.
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Conduct age appropriate baseline and ongoing authentic assessments to identify strengths and areas of focus for future learning and development that are culturally-sensitive, delivered in the language requested by the family and whenever possible, incorporate family feedback
Utilize multiple sources of evidence to understand individual children's growth and development, including parent report, observations, and standardized checklists
Standard StatementUse assessment result to lay the framework for understanding individual children's strength and areas of need
Share with parents information about each child, including stages of development, interests and assessed skill levels, identifying those that are on track and those that could use additional attention
PreschoolFirst allows the childcare/preschool programs to establish practices to foster strong reciprocal relationships with families from the first contact and maintain them over time. Administrators have the ability to print Intake Questionnaires from the PreschoolFirst system for new families. These questionnaires help teachers become acquainted with and learn from families more about them which help to establish a starting point from where they can begin observing the new children.
Administrators, teachers, and parents can easily track child’s development with PreschoolFirst’s uniform, research-based assessment tool. This tool integrates developmentally appropriate behaviors with play-based curricular resource that provides teachers with options for planning. Teachers use appropriate assessment everyday and they monitor and record children’s progress in their most natural setting-at play. Play is universal and can be observed in all cultures and languages. Content for parents is available in Spanish at no extra cost.
PreschoolFirst is a common framework for administrators, teachers, and specialists that can help them easily track a child’s development with PreschoolFirst’s uniform, research-based assessment tool. The assessment tool in PreschoolFirst allows a team of teachers, administrators, and child specialists to access information, communicate and design appropriate goals for individual children. Thus it ensures that teaching staff share an understanding of the purposes, values, and uses of this assessment tool in their program.
PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at no extra cost.
PreschoolFirst is a common framework for administrators, teachers, and specialists that can help them easily track a child’s development with PreschoolFirst’s uniform, research-based assessment tool. The assessment tool in PreschoolFirst allows a team of teachers, administrators, and child specialists to access information, communicate and design appropriate goals for individual children. Thus it ensures that teaching staff share an understanding of the purposes, values, and uses of this assessment tool in their program.
PreschoolFirst Resource Features 20.3.2 Goal Development
PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at no extra cost.
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Meet periodically to discuss previously determined goals, identify any strengths or improvements and make new decisions about learning goals and activities
Periodically assess the learning environment and provided activities for age, linguistic and cultural appropriateness and modify if needed
Standard StatementClassroom adults and families should work as a team to review children's goals and progress regularly and to develop new strategies that promote children's successful growth and development
PreschoolFirst Resource Features 20.3.3 Ongoing Progress Review
PreschoolFirst is an assessment tool integrated with PreschoolFirst activities that provides child care/preschool programs with an organized method to get current, accurate progress information to easily identify children who need extra attention as early as possible. Teachers then implement appropriate interventions, maximizing school readiness. PreschoolFirst is a cost-effective resource to serve special needs children. It helps teachers plan activities and track children by developmental age, and it transforms the data they are already collecting into meaningful reports.
PreschoolFirst parent component allows parents/care givers of the children enrolled in a child care/preschool program to view all observations logged in by the teacher(s), their observations, and the system generated Developmental Summary based on the observations entered in the system. The Developmental Summary and the Conference Reports are in a simple narrative format suitable for sharing with parents/care givers. This information can also be printed out at any time and shared during the Parent-Teacher conference. Content for parents/care givers is available in Spanish at noextra cost.
PreschoolFirst is designed to help young children develop learning in real everyday situations – not in a skills test environment. This program does not focus exclusively on the child’s performance in one instance, but rather, on the child’s growing abilities. Young children learn new knowledge and skills in a progressive cycle: first a child becomes aware of new information, then s/he explores it by watching and trying to use it, next a child will examine and compare the new information to what s/he already knows about the world, finally, the child will show s/he completely understands the new information and can apply it to new situations. In order for any assessment system to fairly represent a child’s progress, it must demonstrate what s/he can do and is in the process of learning. PreschoolFirst helps create a portrait of the child’s growth rather than pressure a child to do something s/he may or may not be ready to do independently.
PreschoolFirst allows teachers to provide support and information to family members who are legally responsible for the care and well-being of a child.The parent component of PreschoolFirst provides information on the child’s progress 24/7, anytime, anywhere access and also offers the Home Time Activities for parents to use.
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Classroom staff and families should participate in a minimum of two face to face conferences to discuss children's developmental progress and other pertinent updates
Offer informal opportunities for family members to converse with classroom adults as needed about children's progress
Schools should offer a wide variety of materials and ideas that link home and school learning environments, offer information on child development and parenting and support parents' interest and participation in the child's learning process
Standard Statement20.3.4 Community Supports
PreschoolFirst Resource Features
Intake Questionnaires generated by the PreschoolFirst system, provides teachers information on a new child’s developmental needs and interests. It helps teachers establish a point from where they can begin observing.
The “Enter Notes” and “View Notes” feature in PreschoolFirst additionally supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home.
PreschoolFirst also makes planning for parent-teacher conferences easy, by generating reports by clicking on “Conference Reports: Key Behaviors” link on the individual child’s page. When parents look for behaviors a child has not yet mastered, they can learn and better understand reasonable expectations for their child’s growth.
PreschoolFirst also generates a developmental summary based on the observations teachers enter in the PreschoolFirst system. This developmental summary is a simple narrative of each child’s development. Parents can view this summary by logging into the PreschoolFirst system or teachers can share a print copy during the parent-teacher conferences.
PreschoolFirst highly encourages an open communication with family members to ensure the child's growth and progress within the program. PreschoolFirst assists childcare/preschool programs work with families on shared child care giving issues. The “Enter Notes” and “View Notes” feature in PreschoolFirst supports ongoing communications between parents and staff. Using this feature, teachers can share accomplishments or issues at school and busy parents can share developments at home. The parent-component allows families to view the child’s developmental progress and helps them understand reasonable expectations for their child’s growth.
PreschoolFirst provides a parent component that allows parents to see the developmental observations entered for their child, access teacher notes, see announcements, make observations of their own, and find Home Time activities to foster child development. These features enable parents to check in and feel they are an active part of their child's day.
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Identify and understand the services that are provided within the community and identify contacts within each to facilitate collaborative work
Develop ongoing information-sharing processes with other agencies who work with families
Create information-sharing processes with other educational or youth activity programs such as the local fitness center, or library
Utilize community agency's suggestions to enhance classroom experiences for all children
PreschoolFirst subscribers can use the system to connect directly with specialized consultants from local professional agencies or institutions that help the program serve the needs of their children and families. Administrators can enroll a specialist from such an agency or institution as a user in the PreschoolFirst account and assign those students who receive services accordingly. This allows specialists to monitor specific child progress and support staff and families in developing strategies to achieve the goals for child according to the curriculum, health promotion, children’s transitions, inclusion, and diversity.
Additionally, programs can connect to the community through specific curriculum experiences. PreschoolFirst activities offers opportunities to the childcare/preschool programs to involve community workers like the firefighters, police officers, etc. in their program.
EC Programs can enroll specialists from outside agencies connected with their program as users of its PreschoolFirst account. Specialists then can be assigned to the specific children they serve. PreschoolFirst allows teachers and specialists exchange notes and work on a plan to meet the needs and interests of the children and families they serve, thus helping programs develop a partnerships and professional relationships with agencies and organizations in the community.
Programs can connect to the community through specific curriculum experiences. PreschoolFirst activities offers opportunities to the childcare/preschool programs to involve families as well as community workers like the firefighters, police officers, etc. in their program.
PreschoolFirst system helps teachers identify children with developmental delays, behavioral challenge, or other special needs. When appropriate, the system also allows specialized consultants to become users as well. Teachers and consultants can exchange information about the children with special needs that will help teachers establish relationships with the specialized consultants who can assist all children’s and families’ full participation in the program.
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Standard StatementCreate processes and procedures for welcoming incoming families through enrollment meetings, sharing of expectations and values, parent handbooks and discussion of sensitive issues that may impact school success
Identify welcome strategies that excite children and families about their upcoming, new experience
Establish processes for information-sharing with sending schoolsDevelop strategies for communicating with community agencies with which incoming families have been involved for information exchange as well as parent interest in continuing
Standard StatementDevelop policies and procedures for transferring information about child's program participation to the next school locationHelp family understand the expectations and schedules of the receiving school, mapping out strategies for success whenever possibleWork with receiving school to facilitate pen pals, visits, or other activities where the children can become familiar with the new school and stay in touch with the old school
With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
PreschoolFirst assists new and existing program staff to work effectively with diverse families. By using the PreschoolFirst parent component, program staff includes families in the child's development and help parents and caregivers understand the important role of the family home in a child's early learning experiences.
PreschoolFirst gives an administrator an ability to select Spanish as a family’s primary language. Parent content is then available in Spanish to families who would prefer to receive information about their child in Spanish. PreschoolFirst provides the Spanish feature and user guides in Spanish to all subscribers at no additional cost
PreschoolFirst allows the childcare/preschool programs to establish practices to foster strong reciprocal relationships with families from the first contact and maintain them over time. Administrators have the ability to print Intake Questionnaires from the PreschoolFirst system for new families. These questionnaires help teachers become acquainted with and learn from families more about them which help to establish a starting point from where they can begin observing the new children.
PreschoolFirst contains behaviors and activities in which a teacher can observe a child's expressions and body language. PreschoolFirst does not specifically recommend how a teacher should respond to a child's expressions or body language. However, activities do include Key statements or questions are included in the DAP activity procedures to encourage meaningful and extended conversations.
With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.It is up to the program to decide how to implement this standard.
20.4.2 Program Exit
Standard 20.4: TRANSITION
PreschoolFirst Resource Features
PreschoolFirst Resource Features
20.4.1 Program Entry
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Set up information-sharing processes with receiving school to discuss child's goals, progress, and interests
Standard StatementIdentify and include child's participation in other schools or programs on information that is sent to receiving school - in transitionDevelop relationship with local Early Intervention agencies, birth to three and three to five, and create process for information and referral exchange
Participate in the county Community Engagement Group and other community - collaborative agencies that advocate for early childhood locally and statewide earlyAssure the program's representation at county or community daysProcedure regularly-updated program brochures or promotional materials and distribute throughout the communityArrange for information-sharing sessions with local school districts to develop shared expectations for entry and exit into the programsOffer early childhood professional development to other community agenciesInvite community agencies to provide special seminars or workshops for families
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate awareness of self and one's own preference
Supported by all activities related to behaviors: 150, 230,234, 363, 380,
Know and state independent thoughts and feelings Supported by all activities related to behaviors: 142, 150, 253, 323.5, 363, 432
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
With the permission of the parent or caregiver of the child, PreschoolFirst's assessment results and progress reports can be shared with future schools to support this standard statement.
PreschoolFirst subscribers can use the system to connect directly with specialized consultants from local professional agencies or institutions that help the program serve the needs of their children and families. Administrators can enroll a specialist from such an agency or institution as a user in the PreschoolFirst account and assign those students who receive services accordingly. This allows specialists to monitor specific child progress and support staff and families in developing strategies to achieve the goals for child according to the curriculum, health promotion, children’s transitions, inclusion, and diversity.
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
It is up to the program to decide how to implement this standard.
25.1.1 Self Awareness
20.4.3 Community Connections
SOCIAL AND EMOTIONAL DEVELOPMENT: LEARNING ABOUT MYSELF AND OTHERSStandard 25.1: Self Concept (Identity)
PreschoolFirst Resource Features
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Use socially-accepted ways to express emotions Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432
Recognize and label basic feelings Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432
Express feelings that are appropriate to the situation Supported by all activities related to behaviors: 137, 142, 150, 159, 180, 209, 210, 215, 230, 250, 253, 283, 323.5, 346, 348, 360, 363, 421, 432
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Show pride in own accomplishments Supported by all activities related to behaviors: 142, 230, 363, 421
Choose materials and activities independently Supported by all activities related to behaviors: 162, 163, 213, 234, 381
All PreschoolFirst activities provide experiences that support this standard statement.
Participate in new experiences with confidence and independence
Supported by all activities related to behaviors: 197, 230, 312, 381
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Ask for and accept offers of help when needed or appropriate
Supported by all activities related to behaviors: 162, 190, 229, 318, 348, 428
Know when to withhold expression of feelings in certain situations
Supported by all activities related to behaviors: 253, 323.5, 432, 449
Adjust to changes in routines and activities with guidance
Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,
Begin to understand the consequences of own behavior
Supported by all activities related to behaviors: 145, 213, 251, 321, 390, 451
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate increased self-reliance in self-care activities
Supported by all activities related to behaviors: 155, 171, 187, 193, 254, 278, 308, 338, 352, 353, 365, 385, 387, 388, 396, 455, 426, 459, 460,
Follow the rules and routines in classroom and other settings with reminders
Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,
Use materials with purpose, safety and respect Supported by all activities related to behaviors: 326, 449
25.1.2 Understanding Emotions
25.1.3 Competence
Standard 25.2: SELF REGULATION25.2.1 Emotional Regulation
25.2.2 Behavioral Regulation
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Understand and follow simple classroom rules Supported by all activities related to behaviors: 163, 177, 320, 251, 330.5, 390, 449,
Make transitions between activities after warning them
Not specifically observed in PreschoolFirst.
Wait for teacher approval before acting in required situations
Supported by all activities related to behaviors: 251, 283, 390, 448
Recognize unsafe situations and tell an adult Supported by all activities related to behaviors: 251, 390, 448, 449, 451
Supported by activities: 249, 250, 228, 227, 286, 224, 225, 226, 14, 2228, 127, 2056, 2059, 2066, 2070, 2081, 2092, 2098, 2102, 1450, 1452, 1461, 1465, 2350, 390, 2351, 359, 362,
Clean up or put away materials on own with teacher direction
Supported by all activities related to behaviors: 194, 282, 332
Supported by activities: 707, 1686, 607, 987, 3252, 2831, 668, 518, 2355, 1364, 1999, 2002, 1618, 1650
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Seek help from familiar adults when needed Supported by all activities related to behaviors: 137, 162, 229, 318, 348, 448
Respond to familiar adults' questions and directions Supported by all activities related to behaviors: 194, 234, 227, 294, 362, 428
Engage in reciprocal conversation with familiar adults
Supported by all activities related to behaviors: 147, 190, 206, 229, 253, 262, 281, 313, 323.5, 363, 428, 432,
All Story Circle and Buddy Time activities provide experiences that support this standard statement.
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Demonstrate affection for familiar adults through hugs, kisses or making gifts
Supported by all activities related to behaviors: 137, 215
Supported by activities: 2669, 2673, 2668, 3194, 665
Separate from familiar adults in a familiar setting with minimal distress
Supported by all activities related to behaviors: 180 Supported by activities: 1601, 1628, 2848, 993
Show preference for one adult over another when more than one is present
Supported by all activities related to behaviors: 231, 297, 348
25.3.2 Attachment
25.3.1 TrustStandard 25.3: PRO-SOCIAL RELATIONSHIPS WITH ADULTS
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Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Imitate others' actions using social play or dramatic play situations
Supported by all activities related to behaviors: 136, 139, 168, 178, 300, 311
All Creative Play Time activities provide experiences that support this standard statement.
Initiate play with 1 or 2 peers Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 450
Play cooperatively with a few peers for sustained period of time
Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 451
Cooperate in both large and small group activities that are facilitated by adults
Supported by all activities related to behaviors: 152, 208, 257, 297, 299, 379, 422, 447, 452
Standard Statement PreschoolFirst Behaviors and Related Activities Specific PreschoolFirst Activities
Respond with empathy to others who are upset Supported by all activities related to behaviors: 253, 323.5, 360
Seek help from peers Supported by all activities related to behaviors: 229, 447
Share and take turns with adult guidance Supported by all activities related to behaviors: 177, 208, 299, 379, 450
Respect feelings and belongings of peers Supported by all activities related to behaviors: 360, 449
Solve simple conflicts with peers with independence With teacher facilitation, all PreschoolFirst activities provide experiences that support this standard statement. While minor conflicts are a regular part of the typical classroom and can be great learning experiences, frequent or repeated issues may indicate larger problems. A review of the intervention conflict resolution practices should be conducted by the Director.
Demonstrate polite and respectful interactions Supported by all activities related to behaviors: 298 Supported by activities: 683, 1003
Demonstrate respect for children's differences Supported by all activities related to behaviors: 449 Supported by activities: 2624
All Family Theme activities provide experiences that support this standard statement.
Standard 25.4: PRO-SOCIAL RELATIONSHIPS WITH PEERS25.4.1 Social Identity
25.4.2 Respect and Empathy
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