Stage 1

Stage 2

Stage 3

Stage 4

The child will begin to see self as a person growing in independence and attaining skills and abilities.

The child will display a positive sense of self by verbalizing positive comments about the skills and abilities he/she has.

The child will begin to complete new tasks with confidence.

The child’s self confidence will be composed and allow he/she to have positive interactions with others whom have varying capabilities.

The child will begin to demonstrate self-regulation and initiate exploration of materials.

The child will demonstrate self-regulation and  initiate exploration of materials with a purpose in mind.

The child will ask for help to resolve conflicts.

The child will ask for help to resolve conflicts and will try problem solving methods suggested.

The child will first try to use resolution skills to resolve conflicts and seek adult help when needed.

When encountering conflicts, the child will think of and use appropriate and varied methods to resolve conflicts.

The child will follow classroom rules and expectations.

The child will begin to manage transitions with the help of various classroom signals and a consistent routine.

The child will manage transitions with the help of a consistent routine.

The child will manage transitions when previously informed of routine change.

The child will use educational materials with intent and respect.

The child will use actual or real looking objects for pretend play.

The child will use similar objects  to substitute needed items for role-playing.

The child will use objects of similar size to substitute needed items for role-playing.

The child will be able to use imaginary objects in order to continue role-play.

The child will be able to pretend to be self doing own real life activities during role- play.

The child will be able to pretend to be other people during role-play.

The child will be able to interact with at least one other person or animated object during role-play.

The child will be able to cooperatively interact with multiple persons or animated objects during role-play.

The child will show compassion and concern for others and accept affection.

The child will show interest in the jobs and family roles of his/her immediate and/or personal environment.

The child will display knowledge of the activities and characteristics of jobs people do and family roles in his/her immediate and/or personal environment.

The child will display knowledge of  some activities and characters of jobs people do and family roles not in his/her immediate and/or personal environment.

The child will compare the activities and characteristics of jobs people do and family roles.

The child will begin to show a sense of community by participating in group activities.

The child will show a sense of community by participating and planning group activities. 

The child will engage in good health and safety habits.

Stage 1

Stage 2

Stage 3

Stage 4

The child will listen with intrigue to stories read aloud.

The child will listen with intrigue to a variety of genres and actively participate in these shared reading experiences.

The child will begin to choose books, sequentially look at the pictures in the books, and uses oral language to describe book content.

The child will choose books independently and begin to develop oral “child talk” stories based on picture cues or prior knowledge as a guide.

The child will choose books independently and begin to develop oral “storyteller talk” stories based on picture cues or prior knowledge as a guide while attending to print.

The child will choose books independently. The child will display an understanding that print is what is read by "pretending" to read the words using pictures and prior knowledge as a guide.

Stage 5

The child will begin experimenting in reading actual words of highly predictable books and/or simple phonetic structures

The child will begin to show an understanding of stories by talking about the characters and main events of familiar literature.

The child will show an understanding of stories by retelling their favorite parts and by giving simple descriptions of significant characters of familiar literature.

The child will retell the main events of stories.

The child will retell the main events of  stories in sequence.

The child will be understood by adults by through the interpretation of speech and contextual clues and speak to convey thoughts and ideas for self.

The child will be understood by others by through the interpretation of speech and contextual clues and speak to convey thoughts and ideas to others.

The child will be understood by others and speaks to engage in a conversation that is related to his/her thoughts and ideas.

The child is easily understood by others and speaks to engage in a conversation that represents the thoughts and ideas of other people participating in the conversation.

The child will listen in order to follow a one-step direction.

The child will listen in order to follow two-step directions.

The child will listen in order follow three step directions.

The child will listen in order to follow three or more step directions.

The child will create marks by repetitive, back and forth/side to side writing motions for the purpose of physical movement and visual effect.

The child will create defined marks or "scribbles" in order to represent ideas.

The child will begin to create a combination of letter like forms and "scribbles" to represent ideas and words.

The child will begin to create letter like forms and some conventional letters to represent ideas and words.

Stage  5

The child will write conventional letters to represent conventional spelling or phonetic spelling of words.

The child will use a variety of media to express thoughts and ideas.

The child will actively participate and engage in musical activities.

The child will actively participate and engage in foreign language activities.

The child will attempt to speak simple phrases or words in a foreign language in order to communicate specific ideas and thoughts.

The child will engage in a foreign language conversation with others.

Stage 1

Stage 2

Stage 3

Stage 4

The child will begin experimenting with sorting a variety of objects using one attribute.

The child will be able to choose an attribute and sort a variety of objects.

The child will sort a variety of objects using two attributes.

The child will begin to observe and make simple comparisons about objects in their environment.

The child will use comparative words to differentiate the similarities and/or difference between two or more objects.

The child will explore number by imitating counting. The child will say numbers for objects in a group.

The child will use his/her knowledge of memorized number sequence to count one object in a group at a time. The child may count objects twice and will quantify the number of objects in the group by the last number spoken in counting.

The child will count objects in a group in a defined order (will not count objects more than once). The child will quantify the number of objects in the group as being the entire group of objects.

The child will quantify, compare and evaluate number sets of objects.

The child will complete 6-10 piece fit-in puzzles.

The child will complete up to 20 piece puzzles.

The child will complete 20-30 piece puzzles.

The child will complete up to 40 piece puzzles.

The child will begin to show interest in pattern and sequence.

The child will begin to complete simple  designs and simple patterns

The child will create his/her own simple designs and patterns.

The child will begin to experiment with measurement by placing other objects or measuring devices next to the object being measured and verbalize measurement language.

The child will use other objects or measuring devices to measure an object and verbalize the correct quantity of measuring unit used.

The child will begin to estimate the measurement of objects.

Stage 1

Stage 2

Stage 3

Stage 4

The child will begin to explore natural phenomena and make observations.

The child will experiment, make observations, and ask questions.

The child will experiment, make observations, make predictions or propose explanations.

The child will experiment, make observations, make predictions propose explanations. The child will also begin to experiment based on a hypothesis.

The child will explore with and manipulate tools used to observe natural phenomena.

The child will use tools to investigate natural phenomena.

The child will use a variety of tools appropriately in order to investigate specific aspects of natural phenomena.

The child will use all of the senses to investigate natural phenomena.

The child will show knowledge of his/her own body and its sensory experiences.

The child will show knowledge of his/her own body and its sensory experiences, and compare them to other’s experiences.

The child display knowledge of  some functions of the body and compare them to a variety of other living things and/or how these functions are related to other parts of the body.

The child will show interest in the characteristics of living things and non-living things.

The child will display knowledge of basic differences and similarities between living and non-living things.

The child will use observation skills to categorize animals into specific groups.

The child shows knowledge of animal food chains and/or relationships between groups of animals.

Stage 1

Stage 2

Stage 3

Stage 4

The child will explore capabilities and limitations of own body.

The child will run smoothly.

The child will run around obstacles with ease.

The child will walk backwards.

The child will run backwards.

The child will march.

The child will to gallop.

The child will be able to skip.

The child will stand on one foot.

The child will hop on one foot.

The child will hop on one foot around and over obstacles.

The child will jump with both feet together and lands with feet apart or one foot in front of the other.

The child will jump with both feet and lands with feet together.

The child will jump over obstacles and/or jumps rope.

The child will attempt to throw and/or  roll balls.

The child will be able to throw balls overhead.

The child will throw balls overhead with direction.

The child will throw a variety of objects  with direction and ease.

The child will attempt to catch objects by clasping.

The child will attempt to catch objects by grabbing and rolling the object into the body.

The child will catch appropriately sized objects thrown directly to him/her.

The child will move his/her body to catch objects.

The child will kick a ball.

The child will kick a ball with direction.

The child will kick a ball while it is rolling.

The child will kick a ball with direction. multiples times, and a controlled distance.

The child will climb up steps with one footstep at a time.

The child will climb up steps with alternating feet.

The child will slide down a slide.

The child will kick a ball.

The child will kick a ball forward.

The child will push self on a toy vehicle.

The child will ride and direct a tricycle.

The child will attempt to remove and put on clothing by zipping, snapping, and pulling up on clothing.

The child will dress self with some adult help and can put on shoes without laces.

The child will dress self with little adult help.

The child will dress self independently.

The child will show an interest in toilet training by using “potty” language and/or sitting on the potty for periods of time.

The child will recognize when he/she has wet or soiled clothes and may ask to be changed.

The child recognizes the need to go to the bathroom before wetting or soiling his/her clothes and receives  adult help using the potty.

The child will be able to recognize the need to go to the bathroom and hold off going to the bathroom for the time that it takes to independently pull his/her pants down and sit on the potty.

The child will attempt to grasp art tools in order to form shapes and objects.

Uses art tools to form defined shapes and objects.

The child will develop original ideas.

The child will discriminate between less important and more important pieces of information.

The child will attempt to solve problems and change problem solving strategies when needed.

        The child will elaborate on their ideas when representing concepts.

The child will be able to come up with many ideas and alternatives when developing concepts.

        The child will demonstrate flexibility when working on activities.

The child will review and reflect upon past activities and experiences.

The child will attempt to seek out knowledge from a variety of resources.