Table of Contents

TEXAS

Prekindergarten Guidelines

(Updated 2015)

Approved by the Commissioner of Education, December 22, 2015

TABLE OF CONTENTS

Introduction

i. Welcome to the Texas Prekindergarten Guidelines 1

Using the Texas Prekindergarten Guidelines in the Classroom

ii. How Texas Prekindergarten Guidelines Support Instruction for English Language Learners (ELL) 3

iii. How Texas Prekindergarten Guidelines Support Instruction for Children with Special Needs 7

iv. The Learning Environment: Physical Arrangements, Activities, and Social Relationships 11

v. Monitoring Children’s Learning and Development in Ways that Provide Feedback and

Evidence of Success 18

Linking the Texas Prekindergarten Guidelines to School Readiness

vi. Developmental Approach to Promoting School Readiness 21

vii. Effective Practices for Promoting School Readiness 23

viii. Professional Development: The Key to High‐Quality Prekindergarten Programs 28

Skill Domains

I. Social and Emotional Development 31

II. Language and Communication 45

III. Emergent Literacy Reading

63

IV. Emergent Literacy Writing

79

V. Mathematics

87

VI. Science

101

VII. Social Studies

107

VIII. Fine Arts

113

IX. Physical Development

117

X. Technology 122

Appendices

124

Introduction

i. Welcome to the Texas Prekindergarten Guidelines

The learning experiences of the early years provide a foundation that guides the growth of children in all aspects

of development. The experiences most certainly influence the rest of a child's educational progress. The

thoughtful experiences provided by parents and teachers in a prekindergarten year can deliver a strong

foundation for success in future classrooms.

Th

e Texas Prekindergarten Guidelines are based on current knowledge of theory and scientific research about

how children develop and learn; they reflect the growing consensus among early childhood professional

organizations that a greater emphasis be placed on young children’s conceptual learning, acquisition of basic

skills, and participation in meaningful, relevant learning experiences. The guidelines delineate the behaviors and

skills that children are to exhibit and achieve, as well as instructional strategies for teachers. They provide

information on responsive teaching practices, the physical arrangement of a prekindergarten classroom,

professional development as the key to high

‐q

uality prekindergarten programs, the involvement of families for

better school readiness of children, strategies for bilingual instruction, considerations for children with special

needs and disabilities, and methods of monitoring children’s progress. The Texas Prekindergarten Guidelines are

intended to be useful to a broad audience including school districts, Head Start programs, child care providers,

and, most importantly, children’s families. Finally, the guidelines provide a means to align prekindergarten

programs with the Texas Essential Knowledge and Skills (TEKS).

The Texas Prekindergarten Guidelines offer detailed descriptions of expected behaviors across multiple skill

domains that should be observed in four

‐ t

o five

‐ye

ar

‐o

ld children from the beginning to the end of their

prekindergarten experience. The guidelines describe an average four‐

y

ear‐

o

ld child entering prekindergarten; it

is well understood that due to age differences and previous experiences, not all children will show this level of

development. Some children are at the beginning of the learning continuum while others are further along.

Lastly, descriptions of children’s skills at the beginning of the four‐year‐old program are not included for several

domains (science, social studies, fine arts, and technology) as there is not an adequate research base to provide

sufficient guidance. Furthermore, as there are many three‐

y

ear

‐o

ld children in prekindergarten programs, these

children are not expected to reach end

‐o

f

‐p

rekindergarten

‐y

ear outcomes for two years.

I

nformed efforts by families and teachers to build on children’s motivation to learn play a critically important

role in providing children with the proper foundations for school success. The Texas Prekindergarten Guidelines

also offer suggestions on ways to deliver developmentally appropriate experiences for the learning needs of all

children to help ensure an effective, efficient prekindergarten year. These suggestions should be implemented

with the unique needs of all children in mind and should be informed by the many considerations for successful

inclusion of children with special needs. Together these discussions should provide a comprehensive framework

for effective use of the Texas Prekindergarten Guidelines.

The Texas Prekindergarten Guidelines can and should be used to support learning for children who are English

language learners (ELLs), including those children receiving instruction in their home language. Under Texas

Education Code §28.005, the state’s policy is to ensure the mastery of English by all students, specifically in

situations in which bilingual instruction is necessary to ensure students’ reasonable proficiency in the English

language and ability to achieve academic success. The Texas Administrative Code, Title 19, Chapter 89, further

emphasizes the goal of bilingual education programs to enable ELLs to become competent in understanding,

speaking, reading, and writing the English language by developing literacy and academic skills in the primary

language and in English. Such programs emphasize the mastery of English language skills—as well as

1

mathematics, science, and social studies—as integral parts of the academic goals for all students to participate

equitably in school, regardless of English proficiency.

Children who speak a language other than English at home often come to school with varying degrees of

bilingualism and at least some level of proficiency in two different languages. The child’s home language should

serve as the foundation for second language acquisition, as cognitive skills transfer from one language to

another. Children who are ELLs should receive instruction in a manner they can understand and that is

commensurate with their proficiency level in English. Children’s current strengths and skills should serve as the

starting point for new experiences and instruction rather than becoming a limitation. To use the Texas

Prekindergarten Guidelines to the best advantage and to extend the learning of skills and concepts, teachers

must build on children’s existing competencies.

Finally, these guidelines are designed as a resource to help teachers make informed decisions about curriculum

content and implement a comprehensive curriculum. Quality programs provide challenging but achievable

curriculum that actively engages children in thinking, reasoning, and communicating with others. Such a

curriculum helps to build connections among subject matter disciplines by organizing the large amounts of

information children must learn into a set of meaningful concepts. Using the Texas Prekindergarten Guidelines,

teachers can work across subject matter to provide many opportunities for children to achieve knowledge and

skills through play and exploration experiences.

This document presents the Commissioner’s guidelines for prekindergarten curriculum. Because there is no

state

‐re

quired prekindergarten curriculum, use of these guidelines is voluntary. Texas Education Code §29.153

contains statutory requirements concerning prekindergarten.

2

Using the Texas Prekindergarten Guidelines in the Classroom

ii. How Texas Prekindergarten Guidelines Support Instruction

for English Language Learners (ELLs)

Language acquisition is occurring in all four-year-old children. Many children who are ELL come to school already

bilingual to some degree. A bilingual child has at least some level of proficiency in two different languages (LEER

MAS, 2001).

The goal of bilingual education programs is to enable ELLs to become competent in listening, speaking, reading,

and writing the English language through the development of literacy and academic skills in the primary

language and English. The goal of English as a second language (ESL) programs is to enable ELLs to become

competent in listening, speaking, reading, and writing the English language through the integrated use of second

language methods. Both bilingual education and ESL programs must emphasize the mastery of English language

skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students

to enable ELLs to participate equitably in school (19 TAC, §89.1201).

E

ach school district that has a district

‐w

ide enrollment of 20 or more ELLs in any language classification in the

same grade level must offer a bilingual education program by offering dual language instruction in

prekindergarten through the elementary grades, using one of the following four bilingual program models:

• T

ransitional bilingual/early exit

• Transitional bilingual/late exit

• Dual language immersion/two‐way

• D

ual language immersion/one

‐w

ay

"Elementary grades" must include at least prekindergarten through grade 5. Sixth grade must be included when

it is clustered with elementary grades (19 TAC, §89.1205).

Texas provides different models of instruction for students who speak a language other than English in their

homes. English as a second language programs provide English instruction, while bilingual education programs

provide instruction in both the child’s home language and in English. The outcomes provided in the Texas

Prekindergarten Guidelines are meant to be implemented and met with all children regardless of home language

and instructional context.

C

hildren who enter prekindergarten with a home language other than English are in an environment in which

they are developing two languages simultaneously. Acquisition of a second language (English) can happen in

tandem with the development of a child’s home language. Because cognitive skills transfer from one language to

another, children’s home languages can and should serve as the foundation for English language acquisition. In

order for ELLs to have long

‐t

erm success, they must acquire both social and academic language proficiency in

English: social proficiency in language used for daily interactions and academic proficiency in language needed

to think critically, understand and learn new concepts, process complex academic material, and interact and

communicate in English academic settings. Children literate in their first language will apply literacy skills to the

second language. Effective teachers use the home language and literacy skills ELLs have when they enter

prekindergarten to help their students develop English language and literacy (LEER MAS, 2001).

I

n its position statement “Responding to Linguistic and Cultural Diversity―Recommendations for Effective Early

Childhood Education,” the National Association for the Education of Young Children (NAEYC) stresses how

important it is for early childhood educators to

3

• understand that, without comprehensive input, second‐language learning can be difficult;

• re

cognize that all children are cognitively, linguistically, and emotionally connected to the language

and culture of their home; and

• acknowledge that children can demonstrate their knowledge and capabilities in many ways.

C

hildren who are ELLs differ in their rates of English acquisition. It is important to be supportive of a child’s

emotional as well as academic needs during second language acquisition. It is also important for the teacher to

understand that some children, when learning a second language, experience “silent” periods; during these

times, they are listening actively and gathering information about the new language. As children acquire

sufficient English by listening, they enter a stage of early production in which they use one

‐ o

r two

‐w

ord phrases

to communicate much longer ideas. For example, a child at this level may point and say simply “ball,” meaning,

“Can I please have that ball?” Subsequently, children begin productive language use. In this phase of second

language acquisition, children use new vocabulary and their growing knowledge of English grammar. They begin

to gain confidence to build sentences and express their understanding and motivation in different ways.

Children who are ELLs should be encouraged to express their understanding in their home language, while

teachers actively increase children’s use of the English language.

I

nstructional Recommendations

C

hildren who are ELLs in a prekindergarten classroom should receive instruction at their English proficiency level

and in a manner they can understand. Language proficiency levels of beginning, intermediate, advanced, and

advanced high are not grade‐specific. Children who are ELLs may exhibit different proficiency levels in listening,

speaking, reading, and writing. The proficiency level descriptors outlined in 19 TAC §74.4(d) show the

progression of second language acquisition from one proficiency level to the next and serve as a road map to

help content

‐are

a teachers instruct children who are ELLs commensurate with their linguistic needs

(

h

ttp://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

). A child's current strengths and skills

should serve as the starting point for new experiences and instruction.

Recommendations

• Provide an environment that is sensitive to cultural, language, and learning differences among all

children served.

• Align the instruction in ESL, bilingual, and general education classrooms.

• Ensure that children who are ELLs participate in supplemental programs as warranted.

• In settings where children are learning English, whenever possible, provide books, environmental

print, and other print resources relevant to children’s linguistic and cultural backgrounds, alongside

rich English print resources.

• Provide instruction

o in an explicit manner with modeling (using simple language and demonstrating a concept by

breaking it down so the child understands) and

o systematically with appropriate scaffolding (using routines and providingcomprehensible input

at the child’s level of language proficiency so he or she can complete tasks successfully).

• Use differentiated instruction that is designed to support the individual child’s learning.

• Use incidental learning (natural course, repetition, motivation, novelty).

• Provide for learning that is interactive and cognitively challenging.

• Use a variety of instructional strategies that connect school to the lives of children.

• T

ake advantage of cross

‐l

anguage connections (e.g., using cognates).

• Reinforce language structures and focus on expanding language throughout the day.

• Provide visual cues to aid understanding.

4

• Hold high expectations.

• Use knowledge of the stages of language development in planning instruction with emphasis on oral

language development and vocabulary development.

• Encourage families to continue development of the home language while acquiring English. Both

languages can develop at the same time.

• Facilitate the development of essential language and early literacy skills at the child’s level of oral

proficiency.

• Provide multiple opportunities for children to respond using

o immediate and corrective feedback,

o appropriate pacing, and

o ongoing progress monitoring.

One Child, Two Languages, by Patton Tabors, provides the following strategies to facilitate language

development:

1. Provide opportunities for language use and interaction.

• Provide rich and interesting activities.

• Allow quiet times to provide opportunities for children to initiate conversations.

• Arrange the environment so all materials are not readily accessible in order to encourage children’s

efforts at interaction.

2. Provide focused stimulation on particular language features, such as targeted sounds, words, or forms, to be

used with particular children.

3. Develop routines to help children connect events and language.

4. Stimulate social interaction among children.

Other potentially useful strategies include the following:

• Expanding and extending language input

• Using repetition to support understanding

• Talking about the here and now

• Using running commentary

• Providing scripted dramatic play

• Completing the phrase (Cloze technique)

Children tend to function at a slightly higher level in receptive language skills (listening) than in expressive

language skills (speaking). Home language and literacy skills promote English language and literacy

development, so optimal language development occurs when ELLs have opportunities to use language

frequently.

An effective instructional design for young ELLs should include the following tenets:

1. Hold high expectations for all children’s learning.

2. Ensure children feel safe and secure in their environment and in their attempts to communicate

with others.

5

3. Create opportunities for children to interact with others using their new language in playful and

purposeful ways.

Facilitate the development of essential language and early literacy skills at the child’s level of oral

proficiency in English (Tabors, 2008).

To support a literacy framework in a child’s native language for the development of English literacy concepts and

skills, teachers must provide for ESL and bilingual instruction in the following areas:

• Word analysis

• Vocabulary

• Comprehension

• Fluency

• Writing

Strategic use of a child’s home language for English instruction includes the following:

• Emphasis on universally accepted terms or labels

• Active knowledge of primary language (L1) prior to secondary language (L2) instruction

• Ability to use proper nouns

• Ability to clarify a certain point

• Ability to express a term or concept that does not have an equivalent in the culture of the other

language

The process of language transfer (with literacy‐based ESL and oral language beginning in prekindergarten)

requires that we use what children already know and understand about literacy in their primary language to

help them gain English language and literacy skills.

3BHow to use the Texas Prekindergarten Guidelines with Children who are ELLs

The goal for children who are ELLs, as with all children in prekindergarten, is to provide language and literacy‐

r

ich environments that foster the mastery of all the Texas Prekindergarten Guidelines. Embedded within the

guidelines are instructional techniques and child behaviors that are specific to ELLs . The sections are indicated

by the icon

and are meant to provide further guidance when working with ELLs during instruction in English.

It should be noted, however, that the Texas Prekindergarten Guidelines are meant for all prekindergarten

children regardless of the child’s home language; the additional instructional strategies and child behaviors

indicated by

are supplements to the Texas Prekindergarten Guidelines.

6

iii. How Texas Prekindergarten Guidelines

Support Instruction for Children with Special Needs

Inclusive early education is not just about placement in a program, but also active participation in social

interactions and the development of children’s abilities and skills. Children at a range of developmental

levels, including children identified with special needs, should be welcomed as valued members of the

community by supporting active participation in all early childhood settings. (Underwood, Valeo &

Wood, 2012)

The Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) require that

all early childhood programs make reasonable accommodations to provide access for children with disabilities or

developmental delays (Division for Early Childhood of the Council for Exceptional Children [DEC/CEC] & National

Association of Educators of Young Children [NAEYC 1993]). According to the U.S. Department of Health and

Human Services and U.S. Department of Education, “being meaningfully included as a member of society is the

first step to equal opportunity, one of America’s most cherished ideals, and is every person’s right.” Research

indicates that early childhood inclusion is beneficial to children with and without disabilities. Meaningful

inclusion can support children with disabilities in reaching their full potential and result in broad societal

benefits, including higher productivity in adulthood and fewer resources spent on interventions and public

assistance later in life (Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs,

U.S. Department of Health and Human Services, U.S. Department of Education, September 14, 2015).

Prekindergarten teachers are increasingly being asked to instruct children who may have disabilities. This can

include children with special medical conditions such as seizures or feeding tubes, orthopedic impairments,

vision or hearing impairments, speech and language delays, and/or developmental disabilities such as Down

Syndrome or an autism spectrum disorder. Teachers should approach the inclusion of children with special

needs as a positive opportunity for growth and learning—in themselves as teachers, in the child with a disability,

and in their typically developing peers. While teachers may initially feel apprehensive about how best to meet

their students’ needs, studies have shown that the inclusion of children with special needs can provide benefits

to everyone involved, and that the attitude of the classroom teacher sets the tone for success.

Three areas have been identified as critical for ensuring a child can meaningfully participate in school and

society. For children with disabilities to be fully integrated into and successful in school and life, they need

opportunities to do the following:

• Develop positive social‐emotional skills, including enjoying successful relationships with peers and

adults, expressing emotions, learning and following rules and expectations, and interacting socially

• A

cquire and use knowledge and skills, including early language/communication, thinking and problem

‐

s

olving, imitation, use of symbols, and early literacy

• U

se appropriate behaviors to meet their own needs, including adaptive or self‐

h

elp skills such as

toiletry, feeding oneself, and practicing safety

(

Early Childhood Technical Assistance Center; “Understanding the three childhood outcomes”

http://ectacenter.org/eco/pages/training_resources.asp#COSFTopics (updated April 2012)

Teachers who are effective in including children with special needs in their classrooms acknowledge and

welcome diversity in the classroom in its many forms, including ethnicity, home cultures, languages, and

physical appearance. They are able to cultivate a positive attitude, remain open to learning new skills, and

engage collaboratively with the family and other members of the team to meet the needs of every child.

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Planning and Preparing

Teachers must take a team approach to successfully include a child with special needs in the classroom. This

includes, first and foremost, open and ongoing communication with the child’s family. As the child’s primary

caregivers, the family has valuable knowledge about a child—what she can do, how she communicates, what

assistance she may need, and what strategies and adaptations have been effective. The family also has beliefs,

goals, and desires related to the child’s school experience. These should be shared openly so that the family and

school are aligned in helping the child work toward meeting those goals. Special education and allied health

professionals are also valuable members of the collaborative team. Special educators, speech and language

pathologists, occupational and physical therapists, orientation and mobility specialists (for children with visual

impairments), and behavior specialists may be part of any particular child’s team as the child’s needs dictate.

These professionals offer a wealth of practical information and expertise that can help the classroom teacher.

The skillful teacher will take advantage of their assistance in planning for the child’s successful inclusion and with

problem solving as challenges arise. Ongoing communication among the family and all other team members is

critical to successful outcomes. This can be accomplished through regular meetings, phone calls, emails, and a

communication notebook that travels with the child.

C

hildren identified as having a disability enter the prekindergarten classroom with an individualized education

program (IEP) that outlines specific short

‐ a

nd long‐

te

rm goals, specifies therapeutic services, and recommends

adaptations and instructional strategies. The effective classroom teacher will be proactive in reading these

documents, participating in team meetings to update or modify them, and asking questions and requesting

assistance with aspects of the plan that he does not understand or is uncertain about how to implement. When

the teacher has taken the time to educate himself regarding the child’s disability or condition, needs, strengths,

goals, ancillary services, and family perspective, he can feel prepared and confident to move forward in

addressing the child’s needs within the classroom setting.

T

he teacher’s role is to support the child with special needs in ways that facilitate the child's active participation

in all aspects of classroom life.

A

ll children need to feel that they are welcomed and included as integral members of their classroom

community. Feeling fully accepted and valued is particularly important for children with disabilities or delays, as

their differences may be more noticeable. Being present in the room or observing their peers is not sufficient—

children with special needs must be engaged to the greatest extent possible with their peers, teachers, and

classroom materials throughout the school day. Research indicates that many children with disabilities may not

actively participate unless they are encouraged and helped through the use of appropriate accommodations or

modifications. They may not know what to do with toys or materials. They may be accustomed to observing

more than participating. They may have motor or language impairments that make it difficult for them to initiate

or sustain participation and interaction with other children. It is important for teachers to observe each child’s

style, note the factors that seem to be hindering active participation, and work with the child’s family and other

team members to devise strategies to address these issues. Examples of such strategies may include

modifications of materials (e.g., adding a handle or textured material to an object to make grasping easier),

changes in the environment (e.g., creating more space in the dramatic play center for a child with a walker to

move around), providing explicit instruction and demonstration of how to use materials, making use of the

child’s assistive technology devices (e.g., a speech‐generating computer), or helping typically developing peers

to communicate with and include the child with special needs.

T

he effective teacher helps typically developing peers build comfort and friendships with their classmates with

disabilities.

8

Prekindergarten‐age children are full of curiosity and interest in their peers, including those with obvious

differences. In a safe, supportive setting, they will feel free to ask questions and express interests and concerns

about their classmates. However, typically developing peers may not know how to approach or respond to the

child with a disability. They may accept the child’s presence but not initiate invitations to play together without

a teachers’ assistance and support. With appropriate information and guidance, teachers can help typically

developing children to understand, accept, welcome, and include each child into the classroom community.

T

he effective teacher strikes a balance between providing information and not overemphasizing differences and

disabilities.

Teachers can explain in simple language why a child is behaving or moving or communicating in an unfamiliar

manner: “Charlie uses his walker to help him balance when he walks.” “Miranda wears her hearing aides to help

make sounds louder.” “Steven is still learning to talk. He makes that sign to say yes.” They also point out

common interests, similarities, and strengths in the child with a disability. For example, teachers may make

statements like the following: “Abby, Fernando really likes cars too. Maybe you could build a garage for your

cars together.” “Hey, I just noticed that Rafael and Sammy have on the same shoes today! You both like those

special ones that light up when you walk.” “Tonya, did you know that Yolanda is really great at puzzles? Let’s see

if she can help you find that missing piece.” Teachers should also look for opportunities to place the child with a

disability in a leadership or helping role, so that the child is not viewed by peers as only being the recipient of

help.

Every child should have a way to communicate. If a child you are working with is not verbal, ask the team,

especially the speech/language pathologist and parents, how the child gets his needs met, asks questions, and

makes comments. If the child uses pictures, photos, or other communication devices, the child must have access

to those at all times. Teachers may need to facilitate interactions with children who have communication

difficulties. When a child cannot express himself verbally to other children, more adult support is needed to help

facilitate communication or communicative efforts. Teachers should also recognize that children with

communication difficulties may experience frustration when they cannot express what they need or want. These

feelings may lead to acting out or aggressive behaviors. When teachers understand these maladaptive behaviors

as the result of frustration and limited communication skills, they can focus on teaching the child more

acceptable ways to communicate and can help other children in the classroom to communicate more effectively

with the child.

Are children with special needs expected to meet the Texas Prekindergarten Outcomes?

The answer to this question is “It depends.” Some children can be expected to work toward the same level

outcomes as their typically developing peers. Other children may be able to meet these standards with

adaptations in materials or instructional strategies. There are also some children whose cognitive or language

impairments are significant enough that goals must be modified in order to be realistically achievable. It is

important, however, not to assume that a child cannot meet the outcomes in each domain without conducting a

careful appraisal of the individual child’s capabilities and needs. If the child has an existing IEP, it can be used

when the Texas Prekindergarten Guidelines are carefully reviewed to determine which are possible for the child

to work toward without modifications or accommodations, which are attainable with some accommodations,

and which will require modifications. These decisions require thoughtful consideration by the team, which

includes the child’s family and other professionals. Decisions resulting from this process should be documented

in writing so that all members of the team are clear about how the child’s needs will be met, what types of

accommodations and modifications will be made in different domains, and how his or her educational goals will

align with the Texas Prekindergarten Guidelines.

Skillful teachers observe all children for signs indicating the need for developmental or medical evaluation.

9

A classroom teacher may be the first person to notice unusual behaviors or possible delays in a child who has

not yet been identified as having a disability or special need. Since early identification and intervention are most

effective, teachers have a responsibility to share their observations and concerns with the child’s family and to

encourage them to seek an appropriate evaluation. Teachers should start by observing and recording the

behaviors that seem unusual or raise concern. The teacher should describe observations in terms of behaviors

rather than suggesting a diagnosis. For example, the teacher might say, “I have noticed that Alaina often tunes

out and does not respond when I call her name. She also avoids eye contact with me and with other children,”

rather than “I think Alaina is autistic.” The teacher should then schedule a time to sit down with the child’s

family or guardian(s) and share these observations and concerns. Teachers should provide families with

information about how to locate an appropriate provider, such as through the local school district, if the family

decides to pursue an evaluation.

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iv. The Learning Environment:

Physical Arrangements, Activities, and Social Relationships

There is strong consensus in the field of early childhood development that it is important to consider the

mutuality of influences between children and their environment—the people they interact with and the

characteristics of the activities and physical space they share with others.

Hi

gh quality prekindergarten settings include positive characteristics of adult

‐c

hild interactions such as

sensitivity, stimulation, self regulation, responsiveness to the children’s needs and signals, positive affect, and

frequent verbal and social interaction.

Factors important for a child’s school readiness also include the amount

of time he is read to, small group and one

‐to‐o

ne teaching interactions, engagement with functional and

environmental print, exposure to well

‐p

lanned lessons, and play experiences that promote literacy, math, and

science.

In addition, other significant factors described as key for an effective learning environment include the

physical setup and richness of a child’s classroom and home care environment.

Physical Arrangement of Spaces: Promoting Positive Early Childhood Outcomes

Effective classroom management can set the stage for exciting possibilities for children’s learning. This includes

attention to the organization of the space and furnishings, predictable daily routines, and responsive

interactions between teachers and children. While these factors often are described as distinct, their

interconnection is critical for promoting effective teaching and learning.

Successful teachers know that the arrangement and management of the early childhood classroom have direct

effects on the kinds of behaviors children exhibit as they live and work together. The difference between chaos

and an orderly atmosphere that facilitates learning depends in great part on how the teacher prepares the

environment. That preparation involves what happens before school begins, when children arrive and depart,

when schedule transitions occur, when children interact freely with equipment and materials, and when

conflicts arise.

A

t the beginning of each school year before the children enter the classroom, the successful teacher must set up

the environment properly. A well

‐p

lanned physical room arrangement rich with environmental print impacts

language development and the interactions among the children. Children enjoy small, cozy spaces with easily

accessible materials and books. Much more talking and many fewer accidents can occur with this arrangement

than with any other.

C

omponents of such an environment include the following:

• Protecting children’s health and safety

• Supporting children’s physiological needs for activity, sensory stimulation, outdoor experiences,

rest, and nourishment

• Providing a balance of rest and active movement throughout the day

• Providing materials that reflect the children’s culture and background

• Protecting children’s psychological safety (e.g., children feel secure, relaxed, and comfortable rather

than disengaged, frightened, worried, or stressed)

Setting Up the Physical Space

11

Teachers must consider a number of factors and components of the physical space when setting up the

classroom. The strong consensus regarding these factors is highlighted in the 2000 report Eager to Learn:

Educating our Preschoolers.

• Traffic Patterns: Furniture and play center arrangement should be based on which areas children

use most often and which play centers or areas should logically be located close to the door, to the

sink, to the teacher’s desk, etc.

• Materials Placed at the Children’s Level: Things the children use should be put where they can

reach them. When the children can access needed materials without having to ask the teacher to

get them, they become more independent and activities proceed more quickly and smoothly.

• O

rganized Storage: The old adage “A place for everything and everything in its place” strictly applies

in the early childhood classroom if the teacher hopes to avoid chaos, confusion, and a messy room.

Children need the security that organization provides. All materials should be labeled to assist with

organization and to reinforce literacy skills. When children help to organize their world, they learn

classification skills and a sense of satisfaction from being independent and self‐

s

ufficient.

• A

dequate Equipment and Supplies: Centers should have certain basic equipment and an ever

‐

c

hanging variety of materials to intrigue the children.

• C

learly Delineated Areas: Each area should have low and well

‐d

efined boundaries. Low boundaries

allow the teacher an unobstructed view of the children at all times and give the room an open,

interactive feel.

• C

oordinated Placement of Centers: Teachers should separate noisy areas from quiet areas and

place interlinked centers, such as the dress

‐u

p and kitchen areas, near each other to encourage

creative interaction.

• S

mall-Group and Independent Work Areas: Separate learning areas are important for facilitating

self‐directed but teacher‐guided hands‐on activities on a variety of subjects and skill levels. In small

groups, a child has the additional benefit of interacting with other children on a personal and

rotating basis.

• L

arge-Group Areas: Early education classrooms need an open area large enough to accommodate

all the children at one time for whole

‐gr

oup interactions. Specific considerations for this space

include whether the children can sit comfortably or perform large muscle movements without

feeling crowded and making the area free from distractions so that the children will focus on the

large

‐gr

oup activity.

C

lassroom furniture should be child

‐s

ized, and labels and objects placed strategically where children can read

them. The classroom should be clean, well maintained, interesting, and attractive. The classroom should be

colorful and well lit and be decorated primarily with examples of children’s and teacher’s work displayed at the

child’s eye level and, when possible, supplemented with culturally and linguistically diverse posters, pictures,

and books, depicting real people of differing abilities.

Using Physical Space to Promote Language and Literacy

Creating a classroom community that promotes children’s language and literacy development requires that

language and literacy materials, such as books, writing utensils, and printed material, are located throughout the

classroom. The environment and teaching materials should be reflective of the children’s needs, culture, and

language of instruction. Techniques common to the prekindergarten classroom, such as thematic units and

dramatic play activities, can promote literacy development when integrated across classroom activities.

A high

quality oral language and literature

‐r

ich environment addresses a few key research

‐b

ased findings.

12

Studies show that providing even the most basic print‐rich environment requires a minimum of five books per

child in the classroom.

Access to a wide array of print provides opportunities and tools for children to see and

use written language for a variety of purposes. Second, for hands

‐o

n reinforcement of language and literacy

skills, child

‐d

irected learning areas should have multiple materials that make connections to relevant literature.

In classrooms with children who are learning English, the environmental print must include familiar print that is

found in the places, objects, and materials that children encounter every day. The print in the classroom often

serves as the earliest source of print awareness for young learners. Labels with words and pictures are

everywhere in the classroom so that children constantly connect written language with the things they

represent.

Organization and Routine of Activities: Promoting Effective Learning

Classroom management, or the manner in which activities are conducted throughout the day, is closely linked

with the physical arrangement in achieving a successful environment. Children need an organized environment

and an orderly routine that provides the overall structure in which learning takes place. A variety of

opportunities for children to have meaningful experiences should be intentionally planned.

C

lassroom management is important for the purpose of setting routines. Components can include color coding,

daily plans, and classroom rules expressed with clear expectations, consistent use of rules, and frequent

feedback.

Children feel more secure when there is structure, so a well‐planned day with built‐in supports is

critical to the children’s behavior, well‐

b

eing, and receptiveness to learning.

Use of charts can help with classroom management. Charts help order the daily routine, allow children to use

print in a meaningful way, and provide examples of print around the classroom. Management charts that

incorporate pictures or icons help make a visual impression upon children. The following are some examples.

• Rules Chart: Use strategies to ensure that children understand expectations about classroom rules,

activities, and directions.

• Helpers Chart: Aspects of the daily routine can promote social competence by providing

opportunities for children to help with tasks. Encourage children to read the chart by listing as many

jobs as possible and changing the jobs frequently. Children should be involved in identifying the jobs

and watching the teacher create the chart.

• A

ttendance Chart: Another means of teaching independence and responsibility while freeing the

teacher for more substantive activities is to have an attendance chart during large

‐gr

oup time; the

attendance helper can count and record the number present and absent.

• D

aily Schedule Chart: While often an intuitive practice, the use of a daily schedule chart to give

children a visual plan of what their routine will be on any given day is supported by research. The

teacher can explain the chart, pointing out the words and the matching icon or picture of the

activity, so that the children can associate the activity with the printed word.

• Learning Area Planning Chart: These charts have words and pictures to illustrate the purpose of

each learning area. The charts provide children with an opportunity to make choices and to actively

participate in their own learning. Each planning chart could include the name of the learning area,

an icon representing it, and a number that tells the children how many can use that area at one

time.

Teachers play a critical role in helping children learn classroom routines through modeling, thinking out loud,

and sharing responsibility. These supports should continue for several weeks, with the teacher acting as the

children’s memory of what they are supposed to do, praising early attempts, and encouraging children to

gradually take more ownership of the routines. The initial time put into this effort results in children who are

13

much more independent as the year goes on, allowing the teacher to spend time teaching and interacting with

children. Along with this gradual increase in what children are asked to do independently, teachers can set up

the environment for success by doing such things as opening one center at a time in the beginning of the year,

continuing to explain new materials as they are placed in the centers, and using labels to clearly help children

know where items belong.

Classroom Activity Planning: Creating Opportunities for Interaction as Well as Self-

Discovery

Decisions about curriculum and adult interaction with children should be as individualized as possible. Teachers

must be attentive to the manner and pace of each individual child’s learning so that learning can be fully

supported. At the same time, productive interaction, understanding, and cooperation with other children and

adults are crucial skills for children to develop at this age. Supporting children in learning to adapt and function

successfully in a classroom setting is a key component of early childhood education. With the principles of

individual instruction and instruction with adults and peers in mind, prekindergarten programs should include

opportunities for both individual and group activities to allow for independent exploration and play as well as

socialization.

Large-Group Instruction: Teachers may often gather the entire class together to provide information, support

collaboration, and listen to ideas. By the end of the year, large

‐gr

oup sessions should occur two to three times

per day and last 15‒20 minutes.

During this time, the teacher is intentionally building a classroom community through the following activities:

• Engaging in a variety of circle games

• Delivering a morning message

• Going over the schedule for the day

• Conducting a read‐aloud

• All

owing the children to share news

• Engaging the children in a language or phonological awareness activity

• Announcing a “Special Person of the Week” or a birthday

• Leading the children in a musical activity, such as a song

• Introducing an instructional theme

Small-Group Instruction: Small‐group learning activities with the teacher providing intentional instruction about

new concepts may be one of the most effective ways to promote young children’s learning. Research shows that

children learn math, literacy, and language concepts best when teachers support their attention and growth in

gaining new knowledge in small groups (no more than six children). These activities are effective if the teacher

engages children with targeted activities for short periods of time (10‒15 minutes). The activities, whether they

are meant to facilitate the learning of specific cognitive (such as math or literacy) or social skills, need to be

engaging, with children taking an active role using manipulatives, books, and pictures as opposed to worksheets

or flashcards.

Individual Learning Areas: Children also learn effectively when working in separate, set‐apart learning areas.

These are not places to go for playtime activities after the “important” instruction. In small‐

g

roup learning areas,

children cement the direct instruction with guided exploration and hands

‐o

n experience. With a little creativity,

even home care environments can include effective learning centers. Every learning area should have the

following:

• F

un, playful, and purposeful activities

14

• A literacy connection

• Writing materials

• An opportunity for verbal conversation with an adult or another child

De

velopmentally appropriate programs provide opportunities for children to broaden and deepen their

behavioral knowledge. They provide a variety of firsthand experiences and help children acquire symbolic

knowledge by representing their experiences in a variety of media, such as drawing, painting, dramatic play, and

verbal and written descriptions.

Furthermore, while small‐group learning schedules involve a lot of time for

child

‐dire

cted learning, the teacher is as active as the child in directing learning and supporting discovery. In fact,

the teacher provides and encourages the critical interactions that turn play into learning. Research suggests that

the following seven types of centers are effective:

1. Pretend and Learn Center

2. Writer’s Corner

3. Library and Listening Center

4. Construction Center

5. Math and Science Center

6. Creativity Station

7. ABC Center

Th

ese areas should integrate a variety of different learning concepts and should incorporate mathematics,

science, phonological awareness, reading aloud, motivation to read, letter knowledge, written expression, print

and book awareness, and language development. Well‐stocked learning areas supplied with books and other

educational materials will help promote the integration of these academic concepts. It is important that children

have experiences with books that help them understand the world they live in as well as those that reflect their

own culture. Whenever possible, classrooms should include books that are culturally and linguistically relevant

in learning centers.

Da

ta from behavioral science literature have long pointed to the need to create safe, secure, supportive

environments for infants and young children. Overall, a positive and effective classroom environment makes

classroom management easier, gives children ownership of the classroom and the power to manage themselves,

respects each child’s individuality, and recognizes and promotes taking responsibility in the classroom

community. This type of learning‐conducive environment creates positive impacts on young children’s

development, preparing them to acquire skills needed in both school and life. A properly arranged and

maintained classroom provides the essential foundation upon which a teacher can build to effectively promote

children’s success and school readiness.

Establishing a Schedule

Schedules give children a sense of structure throughout their day so they can anticipate when specific activities

will occur and how long they will be engaged in these activities. This sense of anticipation helps children begin to

regulate their attention and emotions. It gives them a plan for their daily routine.

To best use a daily schedule

• list each activity with a picture (time is optional),

• draw children’s attention to the schedule as activities change,

• have children refer to the schedule to identify what activity comes next, and

• post the daily schedule at the children’s eye level.

15

What happens daily in a prekindergarten schedule?

Every day should include the following:

• Phonological awareness activities (minutes throughout the day)

• Reading aloud (twice a day per half‐day session, three or more times per full‐day session)

• W

riting (teacher modeled, shared, interactive, guided, and independent)

• Math concept development

• Language development (incorporated throughout the day, especially during the read aloud session)

The following are examples of suggested schedules.

Half-Day Schedule

Time

Activity

Child arrival & independent activities

10 min

Opening (for example, pledge, helper chart, calendar [2‒3 minutes], songs with movement)

15 min

Circle time (for example, read aloud, introducing center activities, talking about children’s

experiences)

60 min

Centers/small‐group time (includes child‐directed play in play centers)

15 min

Snack time

15 min

Circle time (for example, science and math activities, read aloud)

30 min

Outdoor time (for independent play and teacher‐child conversations)

15 min

Circle time

10 min

Closing/Reflection

Full-Day Schedule

Time

Activity

Child arrival & independent activities

10 min

Opening (for example, pledge, helper chart, calendar(2‒3 minutes), songs with movement

15 min

Circle time (for example, introducing center activities, talking about children’s experiences)

60‐90 min

Centers/small group instruction time (includes child‐directed play in play centers)

15 min

Snack time

15 min

Read aloud

20 min

Outdoor time (for independent play and teacher‐child conversations)

15 min

Circle time (for example, science, math activities)

30 min

Lunch time

15 min

Read aloud

Rest time

15 min

Movement/large motor/music

15 min

Circle time

30 min

Centers (for example, child‐directed play, science discovery, child‐directed reading or writing time)

25 min

Outdoor time (for independent play and teacher–child conversations)

10 min

Closing/reflection

In addition to teacher guidance and conversation during learning activities, teachers can assist children’s

learning during other times of the day, such as outdoor time and snack or meal time.

16

Suggestions for Outdoor Time

• Move close to a group of children and describe what they are doing. (“I see Josh and William

running very fast!” “Juan and Sandra are building a big sand castle together.”) This is a good time to

teach action words and descriptive words such as climbing, swinging, running, building, shouting,

chasing, racing, riding and fast, quick, powerful.

• A

sk the children open

‐e

nded questions as they are playing. (“Marvin, how does it feel when you

swing high?” “Keshia, what are you making with your sand pile?”)

• P

oint out interesting things outdoors that children might not have noticed, such as a bird’s nest in a

tree, a bug crawling in the grass, or workers building a house. Invite children to talk about what they

see and what they think is happening.

Suggestions for Meal Time

• Show children each part of the meal they will be eating, and ask them if they know what it is. If they don’t

recognize or name it correctly, name it for them and encourage them to say the name of the food or drink.

• Label utensils and other items on the table. Use these words throughout the meal: plate, cup, spoon, fork,

napkin, bowl, pitcher, serving spoon

• Encourage the children to describe and talk about the food they are eating. For example, they may be

eating round, orange carrots; long, skinny, green beans; or soft, white bread.

• Make these descriptions spontaneous and creative rather than just encouraging repeating phrases.

Encourage the children to come up with their own descriptions of their food, such as My tomato looks like

a ball! My bread is squishy like a sponge.

• Take opportunities to talk to the children about table manners, such as staying seated while eating and not

talking with food in their mouths.

• Use meal time as a conversation time to reflect on the activities children completed earlier in the day,

rather than just telling them to eat so that it can be a time for developing rich language and conversational

skills.

17

v. Monitoring Children’s Learning and Development:

Ways that Provide Feedback and Evidence of Success

The systematic monitoring of children’s progress has an important role to play in revealing a child’s prior

knowledge, development of concepts, and ways of interacting with and understanding the world.

Progress monitoring is a way of discovering what children are interested in, what they are learning and having

difficulty learning, and how they are changing over time. Armed with this knowledge, teachers can choose a

pedagogical approach and curricular materials that will support the child’s further learning and development.

School readiness behaviors are important to assess because they represent authentic and legitimate skills. They

are too important for teachers to ignore or only “guesstimate.”

Continued progress monitoring provides teachers with the feedback they need to identify which parts of the

curriculum need modification. This constant feedback mechanism allows teachers to provide the most

meaningful and effective educational experience possible since it allows them to constantly focus on and

respond to the children’s changing needs. Progress monitoring is a critical component of effective teaching.

Prekindergarten teachers must base their instructional choices on what each child brings to the interaction in

order to effectively promote learning. Broadly conceived, assessment consists of a set of tools for identifying

each child’s skill level, learning how children solve everyday problems and conflicts, how they change over time,

and what motivates them.

Whenever possible, skill levels of children who speak a language other than English should be assessed in both

their home language and English. Measurement of home language skill level is essential when children are

enrolled in bilingual instructional programs.

Informal Assessments: Tracking Children over Time

Prekindergarten teachers have a number of informal assessments at their disposal to inform and differentiate

instruction and to document progress over time. Informal assessments include the following:

• Ongoing observations―watching children work and play in a variety of settings

• Systematic observations―choosing specific children and observing them for specific purposes and/or

during specific timeframes

• Reflections―recording thoughts about observations or children’s work samples

• Anecdotal notes―recording and dating notes about children’s learning and behaviors in an organized

way

• Checklists―observing individual children for specific behaviors/skills based on a developmental

continuum, perhaps using symbols to indicate degree of progress

• Portfolios―collecting and dating authentic work samples over time

Portfolios provide a powerful overview of a child’s development and serve to guide instructional

decisions, encourage children’s reflections on their own learning, and provide opportunities to share

information about children’s learning with families.

While informal assessments and progress monitoring provide immediate feedback for teachers, this type of

assessment has limitations. Informal assessments cannot

• determine baseline level of functioning,

• p

rovide norm

‐re

ferenced information,

• d

etermine if the child has age

‐ap

propriate skills,

18

• determine if a child has a learning problem, or

• offer clearly reliable and valid assessment results.

Formal Assessments: Comparative Data

The question of how to assess children is multifaceted and influenced by a number of factors. For example, if a

teacher wishes to determine whether a child has age

‐a

ppropriate school readiness skills, she needs to use a

standardized measure. This means the assessment has a common set of questions, tasks, and materials, and the

child’s score is based on a normative sample of children. This is important because the child’s performance can

be related to the performance of a large number of other children of the same age. Sometimes standardized

measures are referred to as formal assessment approaches and include a variety of engaging tasks used for

different purposes. Formal assessment can compensate for the limitations of informal assessments.

Formal assessment approaches include the following:

• Screening Measures―brief assessments of skills that are important early indicators of later school

competence

These measures provide information on entry level skills at the beginning of the prekindergarten

year.

• Progress Monitoring Measures―brief measures that are conducted on a routine basis to provide

information on what children are learning and rates of improvement across the prekindergarten

year

Results of progress monitoring measures should be predictive of more lengthy standardized

measures. As progress monitoring measures are brief, teachers can conduct them at least three

times in a school year and learn who is or is not demonstrating adequate progress. With this

knowledge, teachers do not have to “guesstimate” what children are learning and can adapt their

curricular activities and instructional approaches to be more responsive to the children’s needs.

• D

iagnostic Assessments―assessments used to obtain a more in

‐d

epth analysis of a child’s strengths

and weaknesses in order to determine what learning supports are needed

C

hildren with mental, physical, or emotional difficulties who may require special services benefit

greatly from early detection and diagnosis. For such children, diagnostic assessments can be very

helpful. While diagnostic assessments do not determine the underlying reasons for a child’s lack of

progress, they can suggest a special need. There are many reasons a child may have difficulty with

the early acquisition of academic or social skills: health, unidentified disabilities, family concerns, or

social and emotional difficulties. Fortunately, specific assessments designed to identify underlying

problems and disabilities exist and should be used if necessary. Once teachers discover the

underlying causes for a child’s difficulties in learning, they can seek appropriate assistance for the

child and the child’s family.

Effective prekindergarten programs should use multiple forms of assessment to track individual children’s

progress in a scientifically reliable way and to inform instruction. Assessments, when used carefully and

appropriately, can resolve—rather than create—educational problems. Because young children experience

incredible growth and learning at an uneven and sometimes unpredictable pace, teachers and caregivers must

have the necessary training to use assessment data well.

Educators and program directors must keep any assessments manageable by planning a reasonable time frame

for collecting assessment information, selecting only a few of the most informative assessments, and collecting

information on a systematic basis. The assessments chosen should align with both the specific curriculum used

in the classroom and the state’s early childhood guidelines.

19

Results from a variety of assessments should be used for purposeful planning of a child’s prekindergarten

experience. For example, teachers can respond to the data received from assessment by changing or enriching

play centers with activities that better serve the needs of the children or by providing additional read aloud

sessions if the assessment points to a need for such changes. Furthermore, assessment can indicate which

children need more one

‐o

n

‐o

ne attention for particular skills or motivate a teacher to consult with other

teachers and supervisors for suggestions on new instructional strategies. Whatever the results, they should be

shared with families, and the assessment should be repeated periodically to evaluate the children’s progress.

S

killed early childhood teachers embed systematic observations and other assessment in children’s everyday

activities and interactions; children with skilled teachers do not feel examined or tested and will benefit from a

tailor‐made educational experience. With the knowledge derived from assessments, teachers and others can

make certain that young children receive essential services and supports, including further assessment and

intervention when necessary.

20

Linking the Texas Prekindergarten Guidelines to School Readiness

vi. A Developmental Approach to Promoting School Readiness

Children build competencies as they progress along their individual developmental pathways.

When implementing the Texas Prekindergarten Guidelines, it is important to keep in mind that children master

new knowledge and skills through a series of developmental processes that evolve over time. While effective

teachers plan lessons and structure their classrooms with an awareness of the ultimate goals they want children

to achieve, they also recognize that children at different developmental levels have different capabilities, and

expectations need to be adjusted accordingly.

Prekindergarten children mature over time in parallel areas such as length of attention span, expressive

vocabulary, behavioral self

‐c

ontrol, problem

‐s

olving skills, fine

‐m

otor coordination, and working memory skills.

These diverse aspects of development impact—directly and indirectly—children’s ability to understand

particular concepts and carry out specific activities successfully. For example, a three year old may be learning to

sort and classify objects by color or size, while a four year old can learn to sort objects based on their beginning

sound (such as /pig/, /pot/, /puzzle/). A three year old may be working on motor skills such as jumping, standing

on one foot, and throwing a ball, whereas a four year old can learn to follow directions such as “hop two times”

or “walk quickly,” and is learning to throw a ball with aim. In the social‐

e

motional domain, younger

prekindergarten children are still practicing basic skills such as taking turns and sharing toys without hitting or

grabbing. Older prekindergarten children are more able to resolve conflicts verbally (though they often still need

teacher support to do so) and engage in cooperative play. Thus, what may be appropriate for four and five year

olds may not be appropriate for three year olds. This attention to children’s varying developmental needs and

self‐

re

gulation skills is critically important. Also, as many early childhood classrooms have children of mixed ages

(three‐

t

o four

‐y

ear‐

o

lds) flexibility in learning and play activities within a classroom will often be necessary to

optimally support each child.

T

eachers individualize instruction to facilitate children’s developmental progress.

Tea

chers are encouraged to take a developmental perspective in implementing the Texas Prekindergarten

Guidelines. Teachers should meet children where they are and provide information and activities at a level that

children can readily understand and engage with. This means building children’s skills over time and working

toward the school readiness outcomes step by step as children demonstrate mastery of beginning

‐le

vel skills.

Teachers should have the outcome skills in mind but need to prepare children to meet those goals through

scaffolding experiences and activities that are appropriate for each individual child’s current developmental

levels and capabilities.

E

ffective teachers know that each child is unique and can be appreciated as an individual with a unique style,

temperament, set of interests, and aptitude for learning. Teachers should have high, positive expectations for all

children, but this does not mean that all children should be expected to learn at the same rate or in the same

way. There may be some advanced three‐

ye

ar

‐o

lds who are ready to meet some of the Texas Prekindergarten

Guidelines outcomes right now, while there are four

‐ye

ar

‐o

lds who seem far from attaining these outcomes.

Teachers should make use of available assessments and daily observations to determine where each child is in

terms of mastering skills in the various domains. They can then use this information to plan lessons and provide

activities that can be individualized to the needs of children who are at varying skill levels.

I

ntegration of developmental domains and curriculum content supports children’s learning.

21

Developmental research also tells us that children’s acquisition of concepts and skills is not always linear and

evenly paced. Children need to be exposed to new concepts multiple times and across a variety of contexts in

order to solidify their understanding. A teacher models, demonstrates, and “thinks aloud” so the children

understand the thoughts behind what the teacher is doing. Then, children are provided opportunities to practice

the skill or concept with the teacher beside them to guide their practice, scaffolding or supporting the children’s

learning so they are successful. The teacher provides many opportunities for practicing the concept, moving the

concept from something the child can do slowly, to something that he can do quickly and easily. Thoughtful

planning is required for children to have the multiple opportunities needed for this transition from a task that is

hard to a task that is very easy for a child to accomplish without assistance.

Gradual Release Model

1. Teacher models, demonstrates and thinks out

loud.

3. Child does task.

Child watches.

Teacher helps.

2. Teacher does task.

4. Child completes task independently.

Child helps.

Teacher watches.

(Pearson and Gallagher, 1983)

C

hildren must also have sufficient opportunities to practice new skills in a variety of ways and in different

settings. A rich curriculum that integrates materials and concepts across different parts of the day provides such

opportunities. For example, a child learning about shapes may complete a shape puzzle during center time, sort

and count beads of different shapes during a small

‐gr

oup math lesson, and then use a cardboard or plastic

“magnifying glass” during outdoor time to “spy” shapes of objects on the playground (such as a rectangular

slide, a triangular roof on a playhouse, a circular wheel on a riding toy). When concepts and vocabulary words

are reinforced across contexts and over time, children can make use of their attention, memory, vocabulary,

visual observation, and motor skills to build internal mental representations of complex concepts such as

“shapes.”

F

inally, effective teachers recognize reciprocal, interactive relations among the different areas of development.

They recognize, for example, that when a child is emotionally anxious or frustrated, she will have more difficulty

using adaptive problem

‐s

olving skills or following directions in a group activity. When children are presented

with activities that are too far beyond their capabilities, they are more likely to show avoidance, passivity, or

acting

‐o

ut behavior. On the other hand, when children are provided with activities that are interesting,

challenging, and manageable for them, they experience pride in their success and are eager to learn more.

T

eachers can promote children’s school readiness best by integrating the prekindergarten guidelines and

outcomes into their instructional approaches, while viewing the child as an active learner who is continually

developing, adapting, synthesizing new information, and striving toward competence.

22

Linking the Texas Prekindergarten Guidelines to School Readiness

vii. Effective Practices for Promoting School Readiness

Key concepts involved in each domain of prekindergarten learning must go hand in hand with information and

skill acquisition.

A key to developing effective practices for promoting school readiness is the integration in the classroom of five

key elements, each known to be important to young children’s learning and development. While each adds to a

teacher’s ability to build a strong foundation for children’s learning, their influence when combined into an

integrated and comprehensive whole is greater than the sum of the parts.

The following five elements are key to effective prekindergarten programs:

• Consistent use of a responsive interaction style to support learning

• Content that builds cognitive and social skills known to predict school readiness

• Planning that takes advantage of recent brain research for memory development

• A balance of teaching strategies

• Fle

xible groupings of children for learning activities, including one

‐to‐o

ne, small groups, and large

groups

Responsive Interaction Style

The socio‐cultural theory provides an excellent framework to guide teachers in their efforts to support young

children’s learning. A hallmark of this theory is the importance it places on the child’s ability to learn at higher

levels with specialized support, referred to as scaffolding, from more competent others (e.g., families, teachers)

than occurs when children attempt to learn on their own. When the responsive interactions occur, young

children’s social and cognitive skills are placed on more positive trajectories.

A

considerable number of studies have examined teacher behavior and teachers’ interactions and relationships

with children. That literature supports the teachers’ anecdotal assertion: the way in which teachers interact with

young children affects the children’s social and emotional outcomes either negatively or positively depending on

the quality of the interactions. In light of this, the National Center for Children in Poverty, along with numerous

other institutions, recommends a policy of quality early childhood care and learning experiences in classrooms

with warm teachers and a predictable, stimulating atmosphere.

Responsive interpersonal relationships with teachers nurture young children’s dispositions to learn and their

emerging abilities. Good teachers acknowledge and encourage children’s efforts, model and demonstrate

behaviors, create challenges and support children in extending their capabilities, and provide specific directions

or instructions. Children are eager and excited to learn, and encouraging this excitement helps them learn new

vocabulary, letter names and sounds, and number and science concepts. In fact, close teacher

‐c

hild

relationships in prekindergarten are related to greater phonemic awareness and better language,

communication, and math skills, as well as more positive attitudes and perceptions, better social and thinking

skills, and fewer problem behaviors.

R

esponsive and appropriate interactions that scaffold children’s learning require the following:

• Being sensitive to a child’s level of understanding

• Providing responses contingent on a child’s signals

• a Maintaining and building on a child’s focus

23

• Using rich oral language

• Avoiding excessive restrictions on behavior

• Providing choices and adapting to a child’s changing needs

By vigilantly observing and evaluating children’s needs and happiness in their environment and by providing

responsible and responsive care, a teacher establishes a warm and caring environment that helps the child feel

comfortable and facilitates the learning process.

An effective teacher shows respect for each child’s individuality.

Responsive Interactions: Warm, Sensitive, and Contingent on Children’s Signals

Early childhood educators set the tone for every interaction that occurs within their classrooms. It follows that

cultivating a warm, caring atmosphere will allow children to explore and discover their world without fear of

punishment or ridicule. In creating this environment and bolstering children’s self

‐es

teem, teachers help

children achieve school readiness.

T

eachers can cultivate responsiveness and warmth in their interactions with children when they

• listen and respond with warmth and sensitivity to children’s feelings, ideas, and opinions;

• u

se positive language that builds children’s self

‐e

steem;

• show respect for children’s linguistic and cultural individuality;

• h

elp children learn self‐

c

ontrol by supporting emerging emotional coping skills;

• o

ffer varied opportunities for children to make choices and decisions;

• give oral directions after using an established signal to gain children’s attention and make sure

children understand what is being required of them;

• encourage children to manage their behavior by setting up a supportive environment (room

arrangement, management charts, etc.);

• establish classroom rules that are clear, simple, and developmentally appropriate;

• u

se creative problem

‐s

olving in all parts of the curriculum; and

• u

se the problems that naturally occur throughout the day to model a constructive problem

‐s

olving

approach.

A r

esponsive style needs to be combined with an effective plan for teaching the content critical to school

readiness.

Responsive Style + Content Plan

A working knowledge of the major cognitive and social areas of development, along with the Texas

Prekindergarten Guidelines, should serve as a guide for the planning of prekindergarten curricula. A content plan

needs to take advantage of opportunities to build multiple areas of learning (e.g., math, social, language) within

a single lesson, activity, or experience. For example, in an effective read aloud activity, the teacher builds

vocabulary and background knowledge as he highlights characters or key concepts in the book. His questioning

promotes language expression as the children attempt to describe their thoughts about the book. The “give and

take” among the children and their ability to cooperate as he requests that they wait their turn and listen to

each other’s responses supports their development of social competence. As the book may be about early math,

science, history, or literacy (such as an alphabet book), the read

‐alo

ud activity builds learning in any one of these

important areas.

24

Of course, the children’s ability to learn from this multidimensional activity is dependent on the teacher’s use of

the key components of a responsive style as previously described. In this example, the children’s learning can be

advanced to a greater extent within this teacher

‐gu

ided book reading activity than it can in an independent

activity, such as a child looking at a book on his own. This only occurs, however, if the teacher’s reactions

incorporate rich and appropriately paced language input and are warm, supportive, contingently responsive to

the child’s signals, considerate of ELL development, and used in ways that build on the child’s focus of attention.

When the content areas known to predict school readiness are presented in this responsive style, children make

great progress and can leave prekindergarten ready for success in school.

Responsive Style + Content + Planning Effectively Build New Memories

Before outlining general ways to build language, literacy, math, and social skills, the teacher can better assure

that children learn—build sustained knowledge—through effective planning and implementation of activities

that provide new information. It is well documented that children learn a new concept (such as the name and

characteristics of a new object) if they have closely repeated experiences.

F

or example, a child might hear for the first time about an object during a science or a read

‐a

loud activity. In the

first exposure, the child hears about and sees characteristics of the object. Touching the object helps the child

remember more about it. This new vocabulary word and what it means is more likely to be learned if the child

has multiple related exposures or experiences with it that occur close in time to the first exposure. Attention to

this as early childhood teachers plan the activities across a day, week, and month will support effective teaching.

The use of rich themes (e.g., underwater sea life, things that fly, gardens, or construction) makes building

repeated related experiences easier. When children learn about gardens across many days through related but

varied activities, they begin to make connections among the tools needed to plant in a garden, the flowers and

vegetables that grow in gardens, gardening clothes (gloves, hats, boots), and the purpose of soil, nutrients, sun,

and water.

It

is easy to see from this example how much fun a teacher can make learning about gardens. With thoughtful,

intentional planning and playful activities, new vocabulary skills are promoted. As children think about the

beginning letters and sounds in the new words, they are exposed to literacy, and math occurs as they count out

the seeds they will plant. Of course, social/emotional skills are supported as they share their garden tools with

their classmates, take turns digging or describing plants, laugh together as they make up silly alliterations or sing

rhyming songs (“Mary, Mary, quite contrary, how does your garden grow?”).

This approach assures effective learning, in part, because it incorporates the three Ps.

• Purposeful

• Planned

• Playful

Teachers with attention to the three Ps, will always ask, “What is the purpose of this?” before they put an

activity in their lesson plans. The answer should be that it

• builds one or more of the skills necessary for school readiness,

• expands and builds on children’s current level of understanding, and

• encourages the understanding of new information that has direct links to what children will need to

succeed in kindergarten.

If the activity meets these criteria, careful planning occurs and includes the following:

25

• Selecting fiction and nonfiction books for group readings and their placement in the centers so that

new knowledge is encouraged

• Selecting activities that take advantage of the overlap among language, literacy, and math skill

domains

• Identifying fun phonological awareness games to use when moving children from one activity to

another

• Ensuring books, materials, activities, games, and conversations are engaging

Implementing Effective Plans + a Balance of Teaching Strategies

Two teaching strategies that often are contrasted are “direct” and “indirect” instruction. Direct, or explicit,

instruction sometimes has been discouraged in early childhood settings because it is frequently associated with

high structure or with scripted approaches. This is unfortunate, since directly instructing children about the

meaning of new words or how something works is an important aspect of supporting their learning. Rather than

assuming this explicit form of instruction always equates with a “skill and drill” approach, early childhood

teachers can observe and determine those times when children will benefit from direct instruction about

interesting new areas. Given the young age and limited attention span of four year olds, this type of instruction

needs to be relatively short. It should encourage child participation through questioning, the use of “hands on”

materials (rather than worksheets), and physical movement.

Indirect instruction has been interpreted in numerous ways. To some it means that children have the freedom to

choose what they want to do. With this interpretation, children often spend a lot of time in a variety of centers,

exploring the materials on their own or with other classmates. Sometimes those centers look the same across

the year; other times they might be refreshed with new materials.

For others, guided instruction of children’s efforts in the centers is included in their interpretation of child‐

d

irected learning. In this case, the teacher observes and comments on conversational topics or actions with

objects or make links between the child’s play and a literacy or math concept.

A

lthough this is an effective way to scaffold children’s learning, many teachers do not perceive that they have a

role in children’s explorations and play. A descriptive study examining early childhood teachers’ beliefs about

their role in children’s play and related practices indicated that most saw themselves as observers only there to

keep children safe. Of the 65 teachers in the study, only four saw play as an opportunity for making connections

with literacy, and as few as 15 viewed it as a time to promote thinking (McLaine, J.B. 1996). The teacher’s role in

children’s play and exploration of materials has been described as “multifaceted,” including being an organizer

of the environment, facilitator, manager, and scribe. As more teachers accept this range of roles, child‐directed

learning should enhance teacher

‐d

irected activities to provide the best balance for school readiness.

Just as a teacher must ask questions about the purpose of teacher‐directed activities, she must also carefully

plan, attend to, and be involved in child

‐d

irected activities. In child

‐d

irected approaches, the teacher may

establish learning centers that incorporate books and materials that assure that as children play, they have

repeated exposure to concepts or information the teacher has previously shared. Teacher

‐d

irected activities

may lead to child

‐d

irected learning. The direction, however, could be reversed so that children’s explorations

and observations lead to the teacher’s setting up an experiment or a math task to build on the children’s

interest. The important point is to strike a balance between teacher

‐d

irected and child

‐d

irected learning in early

childhood classrooms―not one approach over the other, but a complementary balance of the two.

26

Incorporating Flexible Groupings + Balanced Strategies + Effective Planning + Content

+ a Responsive Style

The fifth key element is the use of different types of groupings (one‐on‐one, small group, large group) of

children throughout the day.

C

hildren receive higher quality attention from teachers when there is a smaller teacher‐

to‐c

hild ratio. This may

occur because the teacher is more likely to respond sensitively to children’s signals, including their attempts to

verbalize, when he is interacting with smaller numbers of children.

S

ince prekindergarten classrooms often have as many as 20 children, providing this individualized

responsiveness is challenging. However, for activities such as read‐aloud sessions, small groupings of children

are more likely to encourage the children to talk than large

‐g

roup readings. The presence of a teaching aide or

an assistant teacher often allows for more opportunity to use flexible groupings of children. With a team

‐

t

eaching approach, one teacher can work with a small group of children while the other teacher moves around

the centers scaffolding the learning of the other children or possibly carrying out an activity with them in a large

group. It is important that all children benefit from participation in flexible groupings.

O

ne

‐o

n

‐o

ne instruction provides the teacher the opportunity to individualize instruction and meet special

needs.

Small group instruction

• allows children more opportunity for talking,

• provides the teacher opportunities for scaffolding, and

• encourages hands‐on activities and child discovery.

L

arge group instruction

• builds a sense of community and

• sets the stage for the introduction of themes and information about new concepts and for review.

27

Linking the Texas Prekindergarten Guidelines to School Readiness

viii. Professional Development: The Key to High Quality Prekindergarten

Programs

A key to providing young children effective teachers is to ensure that teachers have effective professional

development. Good teachers provide appropriate levels of challenge, help children question their own

assumptions, and encourage them to think about and recognize relationships among people, places, and things.

Professional Development: Continuing Improvement and Support for Teachers Improves

Quality in Prekindergarten Experiences

T

eachers can learn and develop appropriate and effective techniques for positive teacher‐

c

hild interactions.

Through careful and continued development, teachers can build their effectiveness as educators over time.

Therefore, professional development comprises an essential element in achieving quality early childhood

programs. Teachers trained in early care and education are more responsive to children’s needs and better

equipped to help children succeed than teachers without that training.

A

ccording to the National Partnership for Excellence and Accountability in Teaching, professional development

activities—regardless of their content and goals—are more likely to be effective when professional development

has the following characteristics:

• Focuses on what children should learn and how to address the different problems children may have

in learning the material

• Is based on analyses of the differences between actual student performance and goals and

standards for student learning

• Involves teachers in identifying what they need to learn and in developing the learning experiences

in which they will participate;

• Takes place primarily in the classroom and is integrated into the day‐to‐day work of teaching

• Is

organized mostly around collaborative problem

‐s

olving in small groups of teachers

• Is

continuous and ongoing, involving follow

‐u

p and support for further learning, including building

support networks among multiple schools and garnering support from sources external to the

school that can provide new perspectives

• In

corporates evaluation of multiple sources of information on outcomes for children Provides

opportunities for teachers to understand the theory underlying the knowledge and skills being

learned

• Is connected to a comprehensive change process focused on improving student learning

A

ll early childhood stakeholders (public school, Head Start, child care) should have opportunities to become well

versed in the Texas Prekindergarten Guidelines. Professional development with a focus on the importance of

using these guidelines as a tool for playful, well‐

p

lanned, and purposeful instruction in prekindergarten

classrooms should be available for all administrators and directors.

In

addition, teachers planning instructional approaches using the guidelines as a foundation will expose children

to experiences with emergent literacy, math, and social/emotional skills. These teachers are more likely to have

children who show cognitive gains that carry into kindergarten (Whitehurst & Lonigan, 1998; Zevenbergen,

Whitehurst, Payne, Crone Hiscott, Nania, et. al., 1997). A first step in providing teachers with professional

28

development that promotes their ability to use the guidelines in providing the early learning experiences

necessary for the development of these school

‐re

ady skills.

A research‐based practice for professional development is hands on with videos of classroom models. Web‐

b

ased professional development or module type district trainings with ongoing updates as support can provide

cost

‐e

ffective formats to assist teachers in balancing teaching strategies based on research regarding cognitive

readiness with developmental research about how children learn most effectively. The inclusion of these

guidelines in any model of professional development will help promote a balance between integrity of training

and cost.

O

ral language is a cornerstone in the development of young learners. Professional development for teachers

should include opportunities for teachers to learn to provide occasions to dialogue with children and scaffold for

more in

‐d

epth interactions. Vocabulary should be developed or enhanced through real

‐l

ife experiences.

Professional development should focus on practical applications for developing classroom environments that

teach subjects in an integrated manner and allow for the provision of real‐

life

experiences for children.

Worksheets and coloring pages should be used sparingly, if at all.

V

ocabulary development is the foundation of developing comprehension in reading. Continuing development

for early childhood professionals should include teaching introductory comprehension strategies.

Comprehension skills should be taught through the use of read aloud activities which help teachers teach new

vocabulary with context and should include clear teaching of what good readers do when they read.

Professional development should include using questioning strategies and using mentor texts (texts that can be

used as a model for writing) in prekindergarten for all subjects. Using inferences and teaching inferencing

strategies to young children should be a part of professional development for increasing comprehension and

oral language development. The reciprocal relationship between reading and writing should be firmly outlined

for teachers as part of professional development. Teachers should understand the stages of writing and how to

scaffold the stages for young learners.

Since young children will need time to repeat and practice skills, professional development should include

examples of how teachers can differentiate instruction, extend activities, and give additional time for children to

spiral though skills. Teachers need to build skill in noticing attention span, pacing lessons, extending practice,

and recognizing the value of learning time and process.

Organization of the Texas Prekindergarten Guidelines

There are 10 domains.

I. Social and Emotional Development

II. Language and Communication

III. Emergent Literacy Reading

IV. Emergent Literacy Writing

V. Mathematics

VI. Science

VII. Social Studies

VIII. Fine Arts

IX. Physical Development and Health

X. Technology

Each domain includes skill areas.

29

Six domains include the following columns:

• By around 48 Months of Age

• End of Prekindergarten Year Outcomes

• Examples of Child Behaviors

• Examples of Instructional Strategies

Four domains do not include the column “By around 48 Months of Age” as there is no research to guide the

inclusion of this category in those four areas.

Within the document, child and teacher are referred to by his or her and he or she interchangeably. This is for

ease of reading, not as a specific gender reference.

Outcomes are numbered in the following manner:

• Domains are indicated with Roman numerals.

• Within each domain, separate skills are listed with an alphabetic indicator.

• Under each skill, the outcomes are then numbered sequential.

30

I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

W

hile a prekindergarten education should include activities that strengthen cognitive skills, it must provide for

the development of the social and emotional competencies required for school readiness. Early experiences

influence brain development, establishing the neural connections that provide the foundations for language,

reasoning, problem solving, social skills, behavior and emotional health. Some children will develop social and

emotional skills with appropriate teacher guidance surrounding social and emotional situations such as,

separating from families, sharing space and materials with peers, resolving conflicts, and developing empathy

for others. However, all children will benefit from direct social skill instruction, explicit teaching, and repeated

opportunities to practice skills. The development of these personal and social skills enables children to build a

sense of who they are and what they can do. Children establish positive relationships with teachers and peers

which enable them to participate effectively in the classroom community, assert independence in appropriate

ways, and accomplish tasks that are meaningful to them without infringing on the rights of others. Children who

can follow directions, communicate their wants and needs effectively, and get along with other children are

more prepared to enter an academic environment as school

‐re

ady.

I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

A. Self Concept Skills

Central to understanding emotional development is the idea of self concept–an increasing level of conscious

awareness of one’s feelings, thoughts, abilities, likes, and dislikes, as well as awareness of one’s body in space.

Prekindergarten children’s emerging ability to perceive these aspects of themselves at a conscious level

distinguishes them from toddlers, who lack such awareness. Children begin to generate multiple answers to the

question “Who am I?” which is an essential aspect of becoming competent in related areas such as self control

and social/friendship skills.

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child is building

competence in

controlling own

body movements

(such as

balancing, sitting

still, starting and

stopping in

response to

requests).

I.A.1.

Child is aware of

where own body is in

space and respects

personal boundaries.

The child:

• is able to stay in

designated personal space

without intruding upon

others’ (stays in own seat

at lunch table without

kicking feet or leaning

against neighboring

children).

• can move around the

classroom without

stepping on materials or

disrupting others’

activities.

The teacher:

• arranges classroom furniture in a

manner that allows children to

engage in class activities.

• conducts activities in spaces that

are adequate for children’s space

needs.

• uses positive cues to remind

children what to do with their

bodies at certain times (“hands

in your lap;” “quiet feet,” “use

kind words and gentle touches,”

“watchful eyes”).

• encourages children to use their

words to get their needs met

such as “Stop, I don’t like it

when you (push me); next time

(say excuse me.”) or “I don’t like

it when you (grab things from

me); next time (ask for a turn).

31

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child can identify

own physical

characteristics

and indicate some

likes and dislikes

when prompted.

I.A.2.

Child shows self‐

awareness and can

express pride in age

appropriate abilities

and skills.

The child:

• describes self using basic

characteristics (hair color,

eye color, gender).

• describes self using

personal preferences

(favorite color, favorite

food: “I like . . . ”).

• describes self using

specific competencies (“I

can buckle my shoes.”

“I’m good at drawing.”).

• describes self in terms of

being a member of

different communities

(family, classroom,

school).

The teacher:

• acknowledges children’s

efforts, providing support when

needed.

• engages children in

conversations about

themselves.

• provides opportunities for

children to draw self portraits

and describe themselves.

• reads aloud and discusses

books about self awareness.

• points out observations of

progress in children’s growing

competence.

Child may

overestimate or

underestimate

own abilities.

I.A.3.

Child shows

reasonable opinion

of his own abilities

and limitations.

The child:

• exercises appropriate

caution in clearly

dangerous situations.

• requests help from adults

when appropriate.

• declines help politely

when not needed (“No,

thanks, I can do it

myself.”).

The teacher:

• sets appropriate safety limits

for children’s age level.

• provides help kindly when

requested.

• encourages children to do as

much as they are able

independently.

• points out and compliments

children when they use good

judgment (“Jasmine, I’m glad to

see you carrying those scissors

so carefully.” “Thank you,

Derrick, for wiping up that

spilled water so no one will slip

and fall.”).

• models and encourages

practice of self‐

h

elp skills child

has not yet mastered.

• scaffolds activities that may

present some challenges to

children.

32

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child shows

initiative in trying

new activities, but

may not persist in

solving problems.

I.A.4.

Child shows initiative

in independent

situations and

persists in

attempting to solve

problems.

The child:

• is eager to try out new

activities and materials.

• participates in a variety of

individual activities and

tasks.

• selects centers or

activities based on

personal preferences.

• plans and sustains

independent play

sequences.

• tries several strategies to

solve a problem before

seeking adult assistance.

• uses appropriate

communication to express

frustration.

The teacher:

• provides a variety of learning

centers and activities that meet

the needs and interests of

different children.

• gives children opportunities to

make independent decisions

about which learning center or

materials to work with.

• models appropriate use of

materials for independent work

or play.

• comments on the contributions

of children in activities, tasks,

and play.

• teaches and encourages

children to solve problems and

persist at challenging tasks.

I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

B. Self Regulation Skills

Prekindergarten children feel safer and function more successfully in the classroom when rules and routines are

consistently implemented. A well organized classroom with well prepared activities helps children expand their

attention span and build self-control and personal responsibility. As they encounter and overcome new and

various social obstacles when playing with peers, guidance from teachers will enable them to learn acceptable

and unacceptable ways of dealing with social and emotional stress and/or excitement.

33

1. Behavior Control

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child follows

simple rules and

routines when

assisted by adults.

I.B.1.a.

Child follows

classroom rules and

routines with

occasional reminders

from teacher.

The child:

• participates in the

development of classroom

rules.

• transitions from one activity

to another.

• comments on the sequence

of the day’s events (“After

centers, it’s time to go

outside.”).

• goes to the daily schedule

chart and points out what

comes next.

The teacher:

• involves children in creating

classroom rules and

expectations so they feel

sense of ownership.

• consistently refers to and

uses the rules and routines

to structure the day.

• establishes signals (finger

plays, songs, chants, etc.) to

help children transition

from one activity to

another.

• uses a daily schedule with

pictures/symbols to help

children follow the day’s

activities.

Child is able to

manage a small

number of

materials with

support.

I.B.1.b.

Child takes care of

and manages

classroom materials.

The child:

• appropriately handles

materials during activities.

• cleans up and puts

materials away in

appropriate places (places

a puzzle back into its

labeled spot).

• puts away his belongings

in his personal space.

The teacher:

• provides demonstrations

and reminders of

appropriate use of

materials.

• e

stablishes signals (clean

‐

up song) to help children

clean up.

• p

rovides adequate time

for cleaning up materials.

• labels materials to make

them accessible for

children.

• provides a space for each

child to store his personal

belongings.

• introduces new materials

and shows children how to

use them before placing

the materials in a learning

center.

34

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child needs adult

guidance to help

manage her

behavior.

I.B.1.c.

Child regulates his

own behavior with

occasional reminders

or assistance from

teacher.

The child:

• responds to signals for

transitioning from one

activity to another.

• communicates

appropriately to make

needs known.

• waits for her turn (waits

patiently at the water

fountain for a classmate to

finish drinking; selects

another learning center

when the learning center

of her first choice is full).

• refrains from impulsive

responses (waits her turn

to be called on during

group discussion, requests

materials rather than

grabbing them).

• refrains from aggressive

behavior toward peers or

self.

The teacher:

• establishes and uses

signals to help transition

from one activity to

another.

• responds to a child’s

request for assistance in a

timely manner.

• uses center signs to help

structure the number of

children in a center.

• reads aloud and discusses

books that show

characters regulating

behavior.

• intervenes promptly when

a child’s behavior begins

to escalate.

2. Emotional Control

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child recognizes

and expresses a

range of

emotions/feelings.

I.B.2.a.

Child begins to

understand

difference and

connection between

emotions/feelings

and behaviors.

The child:

• expresses emotions that are

congruent with situations

(disappointment when plans

are changed, happiness and

pride at mastering a

challenging task).

• uses words to express

feelings about specific events

(“I feel mad when you take

my toy!” “I love to paint!”).

• verbalizes understanding

that all feelings are okay

even though some behaviors

may not be okay.

• uses sign language, a picture

system, or an

adaptive/assistive device as

appropriate.

The teacher:

• uses activities that involve

children in discussions about

emotions and how to react

to them (books, role playing,

puppets).

• engages children in

discussions of difference

between feelings and

behaviors (“It is great to feel

excited, but you may not

jump off furniture.” “It is

okay to feel angry, but you

may not hit people because it

hurts them.”).

• models and encourages

children to express and act

out different feelings in the

dramatic play center while

role playing.

35

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• models appropriate

verbalization of emotions

during everyday events.

• acknowledges children’s

emotions, and uses them as

instructional opportunities to

self‐regulate.

Child becomes

familiar with basic

feeling words

(happy, sad, mad,

scared).

I.B.2.b.

Child can

communicate basic

emotions/feelings.

The child:

• has been exposed to a

variety of words to describe

feelings.

• is familiar with a variety of

feeling words (happy, sad,

mad/angry, scared, proud,

worried; excited).

• can usually label own

feelings when prompted.

• can identify feelings of

characters in storybooks.

The teacher:

• provides classroom

materials that introduce

feeling words (posters,

books).

• helps children label their

own feelings.

• helps children notice and

label expressions by

modeling facial

expressions (drawing

attention to face with

gestures) when

commenting to children

using feeling words

(“Maria, I am sooo happy”

as she points to her smile.)

• models labeling of own

feelings (“Please sit down

Diego; I am worried that

you might fall.” “We

cannot go outside because

it is raining; that makes me

feel sad.”)

• reads books and sings

songs that pertain to

feelings.

• prompts children to

identify characters’

feelings in storybooks and

to explain why characters

might be having those

feelings.

36

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child needs adult

assistance to

modulate level of

emotional

intensity.

I.B.2.c.

Child is able to

increase or decrease

intensity of emotions

more consistently,

although adult

guidance is

sometimes

necessary.

The child:

• uses appropriate strategies

to decrease level of

distress (requests help

when feeling frustrated

with a task, seeks comfort

from teacher when feeling

sad).

• responds positively to adult

guidance in using calming

strategies (suggestions to

separate self from

frustrating situation, takes

a deep breath).

• enjoys participating in

activities that stimulate

positive emotions

(playground games,

musical and singing

activities that require

alternation of loud/quiet,

fast/slow).

The teacher:

• establishes consistent

signals to prompt children

to become quiet and listen

to instructions.

• models and prompts

children to use effective

strategies for calming

down when they are too

excited (introducing quiet

game or activity, spending

time alone in quiet area of

the room, breathing slowly

and deeply, or other

sensory activities such as

scented lotion or fidget

toys.

• creates a daily schedule

with pictures/visuals that

balances quiet and active

times, and allows children

opportunities to expend

physical energy and be

noisy.

• arranges the classroom to

provide areas for quiet,

calm activities.

• provides supportive

assistance to children

during situations that may

be emotionally

challenging, such as

separating from family

members in the morning.

• provides opportunities for

children to practice

modulating levels of

emotion and intensity,

such as songs and games

that alternate fast/slow

and loud/soft.

37

3. Control of Attention

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child focuses

attention on one

task at a time but

may not stay with

it to completion.

I.B.3.a.

Child sustains

attention to

personally chosen or

routine (teacher‐

directed) tasks until

completed.

The child:

• selects an activity or book

to look at and completes it

before selecting a

different activity.

• makes and carries out a

sequence of dramatic play

plans with a peer.

• fo

llows familiar/routine 3

‐

s

tep directions correctly

(“Go wash your hands, get

your lunch kit, and find a

seat at the table.”).

The teacher:

• arranges the classroom to

facilitate children’s access

to, and selection of, sets of

materials with which to

complete a task (access to

paint, paper, smock, and

paintbrushes in the

creativity center; access to

pencils, paper, letter

stamps, and ink pads in the

writing center).

• encourages children to

continue with their

planned activity until it is

completed.

• refrains from distracting or

redirecting children’s

attention from their

chosen activity/play unless

it is clearly necessary to do

so.

• provides assistance to a

child who needs support to

continue focusing on a task

or activity (praising effort,

offering encouragement,

offering help if needed,

suggesting expansions to

child’s play idea, offering

additional related props or

materials).

• p

rovides opportunities to

practice following multi‐

s

tep directions.

38

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child sits and

listens to stories

and/or

participates in

large group

activities for up to

10–15 minutes at

a time.

I.B.3.b.

Child remains

focused on engaging

group activities for

up to 20 minutes at a

time.

The child:

• listens attentively to stories

and instructions during

circle times.

• contributes verbal

responses that are

appropriately related to the

topic during group

discussion.

• attends to peer responses

during small‐ and large‐

gr

oup discussion.

The teacher:

• schedules large‐ and small‐

g

roup activities with

durations matched to

children’s attention spans.

• p

repares ahead for group

activities so that children

are not left waiting with

nothing to do.

• uses lively pacing of group

activities and encourages

children’s active

participation to help

children sustain attention

such as integrating music

and movement.

• encourages children to

attend to each other’s

contributions rather than

attending only when it is

their turn.

• minimizes distractions

(extraneous noise, toys left

within children’s reach,

adults entering and leaving

the room frequently)

during times when children

are expected to attend to

group activities.

39

C

. Relationships with Others

As prekindergarten children enter school, they start forming relationships with the adults and other children in

their environment. Teachers can help children develop meaningful and rewarding relationships by offering them

facilitative support. During this developmental period, children often begin to develop special friendships with

particular peers which increase their feelings of comfort, pleasure, and confidence in their social world. These

experiences also help build a sense of empathy and caring for others.

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child forms

positive

relationships

with teachers.

I.C.1.

Child uses

effective verbal

and non verbal

communication

skills to build

relationships with

teachers/adults.

The child:

• greets teacher in the morning

and says goodbye when leaving.

• coordinates eye contact with

communication (looks at teacher

during communicative

exchanges).

• engages in conversations with

an adult about what he is doing

such as sharing stories and

experiences from outside of the

school with the teacher.

• views teacher as a helpful

resource for information as well

as social support (approaches

teacher to ask questions or

solicit help when needed).

• respects teacher’s authority

(accepts limits and rules set by

teacher).

• participates in developing

classroom rules and routines.

The teacher:

• displays a warm, welcoming

attitude toward all children.

• greets children by name at

arrival times and says goodbye

at departure times.

• r

ecognizes cultural differences,

which may be non

‐v

erbal; for

example in certain cultures,

children’s averting eye contact

from adults may be considered

a sign of respect for authority.

• e

stablishes consistent, fair and

developmentally appropriate

classroom routines and rules

(takes input from children).

• engages in conversations with

each child throughout the day.

• asks questions to scaffold

conversations with children.

• allows ample wait time for

children to respond or to ask

questions.

• gets down to child’s level

(seated on floor or chair) during

conversation as often as

possible.

• remembers and responds to

information specific to

individual children (Lauren’s

mom is about to have a baby;

Jake’s grandfather died last

week; Shana is adjusting to

being in a new home.).

40

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child feels

comfortable and

confident within

classroom

environment.

I.C.2.

Child assumes

various roles and

responsibilities as

part of a

classroom

community.

The child:

• cares for classroom materials

appropriately.

• recognizes that classroom

materials belong to everyone.

• readily accepts and carries out

“classroom helper” jobs.

• respects other’s work spaces and

time with shared materials.

• takes turns with materials and in

activities.

• par

ticipates in individual, small‐

,

and large‐group activities (sings

along with the group during circle

time, plays cooperatively in the

block center with classmates to

build a tower).

• t

akes responsibility for cleaning

up own spills and messes.

• e

njoys seeing own work and self

‐

representations displayed in the

classroom (artwork on the wall,

name and picture on charts and

cubbies).

• understands the consequences of

not following directions.

The teacher:

• teaches children how to

properly care for classroom

materials and to clean up

after themselves.

• makes children part of

decision making processes

(naming the classroom pet).

• provides meaningful

classroom “helper” jobs that

allow each child to participate

in the classroom community.

• provides time, space, and

materials that allow children

to work together in small and

large groups.

• provides interactive songs and

activities to engage children

during circle time.

• displays children’s work,

names, play products, and

pictures in the classroom.

Child shows

interest in peer

play but may be

less skilled (or

lack confidence)

initiating and

joining a group.

I.C.3.

Child shows

competence in

initiating social

interactions.

The child:

• participates spontaneously in a

variety of group activities, tasks,

and play.

• actively seeks out play partners

and appropriately invites them

to play (starts a game with

classmates on the playground).

The teacher:

• encourages children to show

initiative rather than passivity

(inviting children to share their

opinions and preferences,

saying “Jesse, why don’t you

ask Mark if he wants a ride in

your wagon?”).

• provides time, space, and

materials that encourage

children to work and play

together in small and large

groups.

• reads aloud and discusses

books where the characters

deal with a variety of social

situations.

41

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child enjoys

parallel and

associative play

with peers.

I.C.4.

Child increasingly

interacts and

communicates

with peers to

initiate pretend

play scenarios

that share a

common plan and

goal.

The child:

• shares space and materials

with other children

comfortably.

• follows the lead of others

(enters a center and adapts to

the ongoing play of others).

• generates joint play goals and

carries them out with at least

one other child at a time.

• demonstrates ability to

negotiate and compromise

with peers to achieve a

cooperative goal.

The teacher:

• models positive interactions

by engaging in play with the

children.

• arranges classroom to

provide space for

cooperative as well as

individual play activities.

• assists children in

communicating effectively

with each other and resolving

conflicts appropriately.

• encourages quieter/shy

children to connect with

others, providing assistance

to do so when needed.

Child seeks adult

help when

experiencing

conflicts with

another child.

I.C.5.

Child initiates

problem‐solving

strategies and

seeks adult help

when necessary.

The child:

• attempts to work out problems

with a peer independently

before seeking adult help.

• asks an adult or peer for help

when needed (“Will you push

me on the swing?”).

• asks the teacher for help in

resolving a conflict with a

classmate after attempting to

solve the problem herself

(“Mary won’t give me a turn on

the swing!”).

• follows conflict resolution steps

with teacher’s guidance to

solve a dispute with a

classmate.

The teacher:

• encourages children to

communicate directly with

each other in respectful

ways.

• models appropriate ways to

ask for assistance.

• involves children in

discussions and activities

about how to get own needs

met while respecting the

needs of others (books, role

playing, puppets).

• helps children learn the

language of simple conflict

resolution such as “I don’t

like it when you show me

your tongue. I feel angry/I

feel sad.” “When you want

my attention, say my name.”

Child responds

with concern

when a child or

adult is

distressed.

I.C.6.

Child

demonstrates

empathy and

caring for others.

The child:

• shows emotions related to

another’s experience

(expresses sadness for a

character in a book, shows

excitement when a classmate

crosses the finish line in a race).

• demonstrates a desire to be

helpful (volunteers to help a

classmate clean up a spill).

The teacher:

• models concern for others.

• acknowledges when children

help each other.

• u

ses activities that introduce

children to the concept of

perspective‐taking (the idea

that others may see or feel

things differently than they

do).

42

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• demonstrates concern for a

classmate (comforts a

classmate who is crying, slows

down to walk with a classmate

with a physical disability).

• interacts with a variety of peers

regardless of race, gender, or

ability.

The teacher:

• uses activities that involve

children in discussions about

the feelings of others (books,

role playing, puppets).

• provides active opportunities

for children to be helpful and

caring (making get

‐w

ell cards

for a sick classmate, making

gifts for family and friends at

holiday times, taking care of a

classroom pet, pairing a child

with a disability with a peer

who can help).

Child interacts

with playmates

and may have

preferred friends.

I.C.7.

Child interacts

with a variety of

playmates and

may have

preferred friends.

The child:

• talks with the friend to plan their

play (planning to play house in

the pretend and learn center).

• seeks help for the friend (going

to the teacher for help when a

friend falls down).

• talks about the friend.

• chooses to work with the friend.

• copies the friend’s ideas or

behaviors at times.

• expresses pleasure at spending

time with the friend.

• follows the friend’s preferences

or notices concerns at times.

• expresses interest in playing with

the friend outside of school.

• independently chooses a work or

play partner.

The teacher:

• provides time, space, and

materials that allow children

to work and play together in

small and large groups.

• leads activities that involve

children in discussions about

friendship (books, role playing,

puppets).

• facilitates peer interactions

through structured activities

and play.

• acknowledges classmates who

are working together or

helping each other as doing

what friends do.

• respects child’s desire for

proximity or pairing with a

special friend when

appropriate (wanting to sit

together at lunch time,

partnering for a game).

43

I. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN

D. Social Awareness Skills

Prekindergarten children need adult support and guidance in learning how to operate socially with others. In

addition to facilitating peer group and adult-child interaction, teachers can help to reinforce understanding of

social situations with rich, socially relevant educational material, and thought-provoking questions.

By around 48

months of age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child is interested

in other people

and their feelings.

I.D.1.

Child demonstrates

an understanding

that others have

perspectives and

feelings that are

different from her

own.

The child:

• uses visual cues from

other children to identify

how he is feeling.

• uses words to express own

and other’s preferences (“I

like to paint with red, and

Mary likes to paint with

blue.”).

• uses words to express own

and other’s feelings

(“Michael thinks that’s

funny, but I don’t!”).

• asks questions that

indicate understanding

that peers may have a

different perspective than

himself (“Do you like

raisins?” “Were you scared

of that movie?”).

The teacher:

• models acceptance of

someone’s different

perspective.

• reads aloud and discusses

books that show

characters with differing

perspectives.

• h

as children identify the

feelings of different story

characters during read

‐

a

louds.

• p

rovides activities that

promote respect for

diversity (culture,

ethnicity, special needs,

and language).

• i

ntroduces activities that

give children concrete

experiences with the

concept of different

perspectives (taking turns

looking around through

different colored lenses or

through binoculars, having

children pair up and sit

back‐

to‐b

ack with their

partner and describe what

they can see from their

position; then trade

places).

• uses a graph to compare

and contrast children’s

preferences (favorite food,

color, book).

44

I

I. LANGUAGE AND COMMUNICATION DOMAIN

D

uring the prekindergarten years, children’s experiences with language begin to form the basis for their later

school success. Explaining words and sounds, talking to children about objects and their names (labeling), and

using expanded vocabulary are all ways in which teachers can help to build children’s oral language skills. Given

adequate opportunities to interact with responsive adults in language rich classrooms, young children’s

language skills usually expand rapidly during these years. The language skills include listening and speaking,

expanding both children’s understanding of what they hear, as well as their ability to communicate their own

ideas and experiences. These language skills in turn have a tremendous impact upon reading and writing as

children progress through school. Language is optimally timed for authentic purposeful child‐initiated oral

language opportunities. For children whose first language is other than English, the native language serves as

the foundation for communication among family and community members, and building concepts and

understanding of the world around them. This proficiency also assists in English language acquisition. Many

children who are English language learners (ELLs) enter our schools with a remarkable knowledge of their native

language, a “linguistic knowing” that they use instinctively in their daily communications. The process of transfer

(with literacy

‐b

ased ESL and oral language beginning in prekindergarten, requires that we take what children

already know and understand about literacy in their home language and ensure that this knowledge is used to

help them gain literacy skills in a second language. Prekindergarten educators should provide opportunities to

promote language learning in children who speak a language other than English. ELL children may have

difficulties with the pragmatics (the appropriate use of language to communicate effectively in many different

situations and for many different purposes) of English. These include rules of politeness, conversational skills,

and extended discourse (telling a story and giving an explanation). Pragmatic skills are important for ELL children

to understand what teachers say in the classroom. Scaffolding is effective for building young children’s language

and literacy; this is also true for the ELL child. Except where specified, the following guidelines outline language

accomplishments for 4‐year‐old children in their native language. The stated outcomes should be used as a

guide for children who have limited English proficiency and are appropriate for all children who are ELLs,

providing guidance for teachers’ instruction. Additional specific guidelines for the support of language

development of prekindergarten children whose home language is not English in English

‐o

nly settings appear

below and are indicated by this icon:

(LEER MAS, 2001).

II. LANGUAGE AND COMMUNICATION DOMAIN

A. Listening Comprehension Skills

From birth, children begin learning by listening to the world around them. As their exposure increases, so does

their understanding. Prekindergarten-age children are able to comprehend with increasing accuracy what they

hear in conversations and in stories read aloud. Children demonstrate understanding through their questions,

comments, and actions. According to state law, prekindergarten ELL children can be in a classroom environment

that provides either bilingual instruction or English as a Second Language instruction. ELL children arrive at

school with listening comprehension skills in their home language. These skills can be used to support their

development in English. ELL children listen purposefully to both English-speaking and Spanish-speaking teachers

and peers to gather information about both their home language and their new language (English) (LEER MAS,

2001).

45

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child responds

to situations in

ways that

demonstrate he

understands

what has been

said.

II.A.1.

Child shows

understanding by

responding

appropriately.

The child:

• has a multiple‐turn

conversation with another

person, listening in order to

extend or connect to an idea

expressed by the other

person.

• responds to stories by asking

and answering questions.

• makes comments related to

the topic being discussed.

• responds before, during, and

after stories read to the

whole class, as well as

responding when read to in

a small group.

• follows a change in the

morning activity schedule as

described by the teacher.

• follows verbal directions.

• listens to digital or e‐stories

and shows understanding

through body language,

pointing to the appropriate

pictures, or retelling what

she heard.

The teacher:

• engages children daily in

conversations related to

themes or content where

children take multiple turns

listening and responding,

either orally or physically.

• provides feedback when

conversing with a child to

model listening and

encourages additional

comments from that child.

• asks children to recall and

add details to expand their

responses while engaged in

group activities, such as read

aloud time, show and tell,

author’s chair.

• asks children who, what,

where, and why questions to

engage children in the read

aloud experience.

• provides multicultural,

culturally relevant books for

children.

Child follows

simple single

step requests.

II.A.2.

Child shows

understanding by

following two‐step

oral directions and

usually follows three‐

step directions.

Child shows

understanding by

following one to two‐

step oral directions in

English.

The child:

• follows directions given by

the teacher to “Please put

your things away, and then

sit down on the carpet.”

• responds to instructions

given to the whole class

(“Please get your jackets,

put them on, and get in

line.”).

• repeats an instruction to a

friend.

• follows digital directions to

perform various movements

or gestures.

• participates in games such

as “Follow the Leader.”

The teacher:

• pairs an ELL child with a

monolingual English speaking

child, if possible, to serve as a

model.

• instructs children in daily

routines, such as setting the

table, going to centers, going

outside and to the restroom,

by giving two

‐ a

nd three

‐st

ep

directions.

• provides two‐ and three‐step

directions for children to

complete specific tasks during

transitions such as cleaning

up and getting in line.

• plays or sings songs requiring

children to act out multiple

behaviors and multi

‐st

ep

directions (“Hokey, Pokey,”

“If You’re Happy and You

Know It”).

46

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child

demonstrates

understanding

of following

classroom

routines.

II.A.3.

Child shows

understanding of the

language being

spoken by teachers

and peers.

Child shows

understanding of the

new language being

spoken by English‐

speaking teachers

and peers.

The child:

• follows a set of routines for

activities and can make

sense of what is happening.

• responds to consistent and

simplified language when

instructed in literacy

activities and assignments.

• turns to a partner and

repeats instructions –

Think, Turn and Talk.

• r

esponds to questions by

using the following to

represent answers:

popsicle sticks (with

green/red ends), white

socks vs. colored socks,

yes

‐n

o cards, thumbs

‐u

p

thumbs

‐d

own, beanbag,

beach ball.

The teacher:

• provides scaffolds in how to

use strategies, skills, and

concepts.

• adjusts own use of English

to make concepts

comprehensible.

• accepts responses in child’s

native language.

• selects and incorporates

children's responses, ideas,

examples, and experiences

into lesson.

• always gives children think

time before asking for a

response.

• ensures quality of

independent practice.

• asks questions to ensure

comprehension.

• provides extra instruction,

practice, and review.

• maintains close proximity to

children.

• uses the child’s home

language as base to support

the development of English

oral language (in Bilingual

and ESL programs).

• allows children to respond

in their home language (in

Bilingual/ESL instructional

settings).

II. LANGUAGE AND COMMUNICATION DOMAIN

B. Speaking (Conversation) Skills

Prekindergarten children gain the ability to use language in a variety of settings and for a variety of reasons.

They become increasingly able to describe wants and needs, carry on a conversation with others, and share

information with both peers and adults. The skill to engage others in conversations involves asking questions,

listening, and responding, as well as using verbal and nonverbal expressions. Children who are English language

learners may require more time to respond and greater wait time because they are learning and processing two

languages at once. This is a normal part of second language acquisition. Children learning English should be

encouraged and expected to demonstrate their speaking/communication skills in their home language as well as

in English.

47

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child sometimes

uses language for

different

purposes.

II.B.1.

Child is able to

use language for

different

purposes.

The child:

• requests help from a

teacher to get a ball

that went over the

playground fence.

• tells a friend that she

is angry about being

pushed.

• uses “please” and

“thank you”

appropriately.

• participates in a

discussion about

magnets, making

predictions about

what things the

magnet will attract.

• tells the class about a

family trip to the zoo.

The teacher:

• models appropriate language usage.

• engages children verbally in center

activities, role playing, and

modeling desired language skills.

• provides experiences that require

children to talk, play and work

cooperatively.

• e

ngages children in active problem

‐

s

olving situations (“What do you

think will happen if . . .?” “How

would it change what happens

when . . .?”).

• pr

ovides guidance and support to

encourage children to ask and

answer questions in order to solicit

help, obtain information, or clarify

something that is not understood.

Child sometimes

uses accepted

language and style

during

communication

with familiar

adults and

children.

II.B.2.

Child engages in

conversations in

appropriate

ways.

The child:

• enters an existing

play situation, joining

into the

conversations in

progress (outside,

dramatic play, or

construction center).

• r

esponds to both

open

‐e

nded

questions and

questions with

specific answers

(“What do you think

about . . .?” “What is

your favorite kind of

pizza?”).

• in

itiates, participates

in, or terminates

conversations

appropriately.

• engages in

appropriate greeting,

contributes to a

conversation, and can

depart conversations.

The teacher:

• creates a play environment that

encourages children to engage in

conversations during play.

• provides interesting and changing

materials and settings for children

to talk about.

• engages in conversational

exchanges with each child every

day.

• notices the children who do not

engage in talk as easily and looks for

ways to initiate conversation or to

have another child initiate a

conversation with those children.

48

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child is able to

communicate

basic information

in familiar social

settings.

II.B.3.

Child provides

appropriate

information for

various

situations.

The child:

• answers questions

from adults within

the school, other

than the classroom

teacher, such as a

nurse.

• as

ks the teacher for

help in problem

‐

s

olving or with tasks

such as tying a shoe.

• introduces herself to

a new child in the

class.

The teacher:

• models classroom expectations for

greeting and responding to new

people.

• teaches children to ask for help

when necessary.

• helps children learn their personal

information and appropriate people

to share that information with in a

safe manner.

Child sometimes

uses accepted

language and style

during

communication

with familiar

adults and

children.

II.B.4.

Child

demonstrates

knowledge of

verbal

conversational

rules.

The child:

• participates in a

conversation with a

peer or adult, taking

turns talking and not

interrupting.

• waits until a teacher

finishes a conversation

with an adult before

talking.

• uses the appropriate

tone of voice for the

situation (a raised

voice to show

excitement when

talking outside or

about a new pet, a

quiet voice when

inside).

The teacher:

• models conversational etiquette

during whole group time, such as

sharing a journal entry or during

show and tell (“James is sharing

now. Your turn is next.”).

• models and explains when and how

to use the phrase “Excuse me”

when a child needs to interrupt an

ongoing conversation.

• provides assistance to children in

learning to wait their turn to talk,

through the establishment of

classroom rules and expectations.

Child sometimes

uses appropriate

nonverbal

standards in

conversations with

others.

II.B.5.

Child

demonstrates

knowledge of

nonverbal

conversational

rules.

The child:

• looks at a classmate as

he discusses what he is

going to build in the

construction center.

• shows excitement by

displaying wide open

eyes and a smile when

talking about a family

experience.

• sits or stands an

appropriate distance

from a friend as they

talk.

The teacher:

• reads parts of a book using different

facial expressions and discusses

how this affects the story.

• models and explains different

nonverbal conversational rules

(“When you look at me, it shows me

that you are listening.”).

49

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

The child:

• talks to the people in

her vicinity, at her

table or beside her on

the carpet.

The teacher:

• role‐plays conversations using

appropriate nonverbal behaviors

(“Watch my face while I am talking

to Maria. See how I watch her while

she is talking, smiling if she tells me

something good, looking sad if she

tells me something that is sad.”) and

then has a conversation with the

child.

Child sometimes

uses appropriate

volume and

intonation for

different

situations.

II.B.6.

Child matches

language to

social contexts.

The child:

• moves close to a

teacher and speaks

quietly as classmates

settle down for a nap.

• uses the title “Mrs.” Or

“Mr.” before a

teacher’s name and

refers to classmates by

first names.

• follows the classroom

rule regarding “quiet

voices.”

• differentiates/adjusts

voice appropriately

based on the activity.

The teacher:

• models appropriate language and

tone in different social situations

(using different quiet and loud

voices).

• provides varying social situations for

children to practice language usage

(parties/celebrations, lunch time,

assemblies, field trips).

• reminds children of appropriate

language and tone during different

times of the day (in centers, meal

time, in the hall).

II. LANGUAGE AND COMMUNICATION DOMAIN

C. Speech Production Skills

Young children must learn to vocalize, pronounce, and discriminate among the sounds of the alphabet and words

of language. Although some children in prekindergarten can accurately perceive the difference between similar-

sounding words, they continue to acquire new sounds and may mispronounce words in their own speech. The

ability to produce certain speech sounds such as /s/ and /r/ improves with age. Just as infants and toddlers

develop control over the sounds of their native language, young children in ELL settings gradually learn to

pronounce the sounds of the English language (LEER MAS, 2001).

50

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child’s speech is

understood by

familiar adults and

children.

II.C.1.

Child’s speech is

understood by

both the teacher

and other adults

in the school.

The child:

• speaks clearly enough

so that the other

adults in the school or

a visitor can

understand what he is

saying.

• accurately gives a

message from home to

the teacher.

• communicates in a

way that others

understand what is

being said without

constantly having to

ask, “What did you

say?”

The teacher:

• speaks at a comfortable pace (not too

fast nor too slow).

• enunciates all sounds within words,

and uses an easily heard volume

inside and outdoors.

• expects children to use phrases or

short sentences when making

requests rather than only pointing or

gesturing.

• plays games like “Telephone” that

requires clear speech.

• allows children to use technology to

record and listen to clear speech.

• models correct examples when a child

over‐generalizes rules (Child says,

“My foots are cold.” Teacher

responds, “Your feet are cold. Why

are your feet cold?”).

Child may confuse

words that sound

similar.

II.C.2.

Child perceives

differences

between similar

sounding words.

The child:

• can produce vowel

sounds and

consonant sounds

including \b\, \p\,

\m\, \t\, \d\, \n\, \k\,

and \g\.

• follows directions

without confusion

over the words

heard.

• points to the

appropriate picture

when prompted

(when shown a

picture of a goat and

a coat, points to the

picture that matches

the word spoken).

• discriminates

between similar

initial consonant

sounds such as \b\

and \p\, \g\ and \k\,

or \t\ and \d\.

The teacher:

• models pointing to appropriate

pictures as the objects in the

pictures are said.

• models saying words distinctly

enough to hear the differences

between similar sounding words.

• provides pictures with similar

sounding names for the children to

interact with.

51

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child joins in songs

and finger plays.

II.C.3.

Child

investigates and

demonstrates

growing

understanding of

the sounds and

intonation of

language.

Child

investigates and

demonstrates

growing

understanding of

the sounds and

intonation of the

English language.

The child:

• participates in planned

oral language

activities.

• plays with familiar

songs using sounds

substitution ( the song

"Twinkle, Twinkle,

Little Star" can be

substituted using "la,

la, la, la" throughout).

• inserts sound play into

the lyrics of a familiar

song (highlights a

particular sound,

example /k/, works

with the rhymes in the

"Cat and the Fiddle"

and "Hickory Dickory

Dock").

• uses phonograms (cat,

hat, sat, mat, fat, pat,

or in Spanish casa,

masa, pasa) when

playing with rhymes.

The teacher:

• understands the importance of

language development and the sound

structure of language acquisition

including its relationship to

phonological awareness

development.

• selects words that include sounds

common in native language and

English and separates similar

sounds.(For example, in English and

Spanish the sounds for b, e, m, d, t, k,

g are similar.).

• asks children to repeat words before

attempting a task.

• has awareness of differences in

pronunciation.

• accepts oral approximations.

• includes rhymes that focus on pairing

movement and action with rhythmic

passages.

• uses choral responses.

• uses phonograms (cat, hat, sat, mat,

fat, pat or in Spanish mes, les, pez,

vez).

II. LANGUAGE AND COMMUNICATION DOMAIN

D. Vocabulary Skills

Children’s vocabulary acquisition is largely dependent upon interactions with adults. These may be occurring in

one or more languages through talking about experiences, reading familiar stories, singing familiar songs, and

playing word games. Prekindergarten children experience rapid growth in their understanding of words and word

meanings. Vocabulary knowledge reflects children’s previous experiences and growing knowledge of the world

around them and is one of the most important predictors of later reading achievement. As children learn through

experiences, including play, they develop concepts, acquire new words, and increasingly refine their

understanding of words they already know. English language learners (ELLs) may need extensive English

vocabulary instruction. ELL children arrive at prekindergarten with a vocabulary knowledge base in their home

language. This knowledge base should be used to develop vocabulary in the child’s second language. When

introducing vocabulary to ELL children, teachers should use a variety of approaches to teach important new

words and use real-life objects or pictures when appropriate. The use of cognates and making cross-language

connections can be helpful for vocabulary development. Exploring the sounds, meaning, grammatical function,

and multiple uses of a word are strategies that are beneficial for increasing word knowledge among ELLs.

52

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child understands

and uses accepted

words for objects,

actions, and

attributes.

II.D.1.

Child uses a wide

variety of words

to label and

describe people,

places, things,

and actions.

The child:

• demonstrates understanding

by identifying and following

directions that include the

new vocabulary concepts.

• explains his favorite part of a

fiction or nonfiction book

that was read.

• relates experiences from a

field trip, using specific

words to describe what she

saw and did, such as naming

the tools the firefighter uses

and how the siren sounded.

• uses words to communicate

how he is feeling.

• uses language to express

common routines.

• u

ses the new words

introduced by the teacher

while engaging in theme

‐ or

content‐

r

elated activities

and play.

• u

ses the new words while

engaging in child‐

init

iated

play.

• u

ses the new words during

role play in the dramatic

play center while assuming

the role of a cashier (scripts).

• tells a classroom visitor

about his experiences with

the materials in the science

center, using appropriate

terminology.

• follows directions that use

descriptive words (“Hop

slowly”; “Run fast”; “Draw a

small square”).

• demonstrates understanding

of frequently occurring verbs

and adjectives by relating

them to their opposites such

as up, down, stop, go, in,

and out).

The teacher:

• provides and reads to children a

variety of concept‐related books

(farm/zoo animals,

vegetables/fruits, the body,

transportation).

• p

rovides ways for children to

interact with and use new

vocabulary words in meaningful

contexts using real objects or

pictures for visual support (such

as making a grocery store for

children to interact with new

vocabulary).

• models a wide variety of rich, rare

vocabulary words including varied

nouns, adjectives, and verbs

(“These flowers are called azaleas.

Their edges are frilly, like lace, but

very soft.”).

• defines new words for children

when reading aloud by

connecting what children already

know to the new word and

encourages discussion of word

meanings (“This is a shovel. It is

like a great big spoon that scoops

up the dirt.”).

• describes and explains concepts

during field trips, outdoor play,

and meal times (“As the weather

begins to get cold, the leaves are

starting to turn colors. Soon, they

will fall off the trees.”).

• creates category lists of words

(people who work in our school;

animals in the book we read) to

help children make meaningful

connections between words and

concepts.

53

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child responds to

instructional

language of the

classroom.

II.D.2.

Child

demonstrates

understanding of

terms used in the

instructional

language of the

classroom.

The child:

• follows directions during

transitional times (“Please

line up behind Maria.” “Put

your coat on the hook next

to Rhonda’s.”).

• follows directions in songs to

“put your hand over your

head” and then “put your

hand behind your back.”

• understands directions given

at center time (“Put the

items that are the same

together.”).

• points to appropriate

pictures or objects when

prompted.

The teacher:

• provides directions to children

using very specific language for

locations, sizes, shapes, and

relationships (“Look for the long,

brown block inside the cabinet.”).

• plays “I Spy” and scavenger hunt

games using specific location,

action, and descriptor words

(“Find two crayons the same color

and one that is different.”).

• creates adaptations of songs,

poems, and nursery rhymes to

incorporate using and

demonstrating positional words

(“Little Miss Muffet sat on her

tuffet. Where would she sit if she

sat in front of her tuffet?” Have a

child demonstrate and all the

children describe where the child

is sitting.).

• identifies the attributes that make

objects the same or different

(“These crayons are the same

color but different lengths.”).

• Demonstrates difference in

lengths by placing crayons side by

side with one end the same, so

children can observe the

difference.

• includes language about position

and descriptive characteristics of

things and actions when

interacting with children or

commenting on their play, during

both inside and outside play

(“Look at the bird sitting on the

fence.”).

• provides activities that engage

children in using positional and

descriptive characteristics during

independent play (centers where

children describe actions as they

put a variety of animals in front

of, behind, beside a tree; sort

shapes into groups of same and

different, such as triangles and

not triangles).

54

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child shows

understanding of

many words and a

steady increase in

vocabulary.

II.D.3.

Child

demonstrates

understanding in

a variety of ways

or knowing the

meaning of 3,000

to 4,000 words*,

many more than

he or she uses.

Child

learning English

as a second

language

comprehends up

to 1,000 words

(ELL child will

comprehend

many more

words than he or

she uses.).

The child:

• uses a new word when

describing a picture in a

book (“That boat is floating

on the water.”).

• demonstrates understanding

of new words by using the

new word appropriately

(“The rock sank, but the boat

floats.”).

• demonstrates understanding

of a new concept by using

simpler words to explain the

concept (“The rock sank to

the bottom, but the boat

stayed on top of the

water.”).

• adds a connected idea to

another child’s comment

(Child One: “My rock went

to the bottom.” Child Two:

“Your rock sank!”).

• uses new words when

engaged in child‐initiated

play.

The teacher:

• identifies, labels, and discusses

the meaning and function of the

pictures and objects placed

around the room when changes

are made in the classroom

environment to support a new

theme.

• uses and explains new words daily

when speaking with children.

• pr

ovides and discusses examples

and non

‐e

xamples of word

meanings.

• discusses new word meanings

before, during, and after book

reading, making connections to

what children already know.

• creates opportunities for children

to experience the new words in

multiple ways across multiple

experiences.

• listens for child usage of new

words that are introduced.

Child uses

increasingly larger

vocabulary.

II.D.4.

Child uses a large

speaking

vocabulary,

adding several

new words daily.

The child:

• uses words to communicate

feelings, needs, and wants.

• adds a relevant idea to a

previous comment by

another person.

• asks questions and adds

information related to the

current topic of conversation

or book.

• uses descriptive words (“My

baby sister laughs loudly.”

“That’s a funny story.”).

• uses new words in

retelling/acting out a story

read by the teacher.

• tells a simple personal

narrative, focusing on

favorite or most memorable

parts.

The teacher:

• asks children to tell how they are

feeling or what they need/want.

• provides numerous daily

opportunities for children to talk

to other children and adults in the

classroom.

• provides feedback to encourage,

clarify, and evaluate children’s

responses.

• encourages children’s verbal

input during book reading,

including having them respond to

questions or relate the book to

their own experiences.

• provides new experiences and

content for the children to discuss

and interact.

55

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child participates

through actions to

begin to develop

common object

names and

phrases.

II.D.5.

Child increases

listening

vocabulary and

begins to

develop

vocabulary of

object names

and common

phrases.

The child:

• follows directions when

introduced to a situation.

• par

ticipates as a speaker and

listener in group activities

including child‐

init

iated

imaginative play (plays the

role of the store clerk or a

waiter in a restaurant).

• responds appropriately to

simple instructions given by

the teacher (follows two

consecutive instructions, or

chooses two flowers from

the tray and draws pictures

of them).

• follows a command using

actions.

• sequences story picture

cards.

• retells a story in his own

words.

• role plays or pantomimes

stories.

• listens attentively and

responds to stories and

poems (tells a story, enacts a

poem, draws a picture to

illustrate a story or poem).

The teacher:

• finds out if new words learned in

English are only new labels for

concepts already known or if the

concept itself must be taught.

• illustrates meanings with pictures

or diagrams.

• u

ses artifacts and hands

‐o

n

manipulatives.

• uses anchor charts, graphic

organizers, and semantic

mapping.

• role plays or pantomimes.

• makes drawings on the dry erase

board.

• makes use of how things are said

(volume, pitch, rate, and

emphasis), using as many cues as

possible to help child gain the

meaning.

• uses the Spanish word and has

the child repeat the new word in

English, if necessary (“El tiene

hambre.” “He is hungry.”

“Hungry”).

• uses facial expressions, hand

gestures or acts out stories to

promote child's understanding.

• restates important information by

using synonyms, cognates,

paraphrasing, and visual cues.

• uses the child’s home language as

base to support the development

of listening skills in English.

• provides instruction or command

in the child’s home language

followed by the command in

English (as needed).

56

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child participates

through actions to

begin to develop

common object

names and

phrases.

II.D.6.

Child

increases

listening

vocabulary and

begins to

develop

vocabulary of

object names

and common

phrases in

English. (ELL)

The child:

• answers questions at circle

time about construction

using a new word learned

from the pretend and learn

hardware store.

• sorts, labels, and describes

different kinds of categories

such as food, clothing, and

transportation.

• identifies which objects are

in a specific category and

which are not.

The teacher:

• makes connections among a

variety of words aligned to a

specific classroom theme.

• connects new words into groups

or categories so that children

begin to understand how the

words/objects relate to each

other.

• makes connections to native

language whenever possible and

uses visual supports to aid

understanding.

• labels by providing the category

name of the different ideas or

objects that appear in storybooks

and other written text (“These are

flowers, those are trees.”).

• models use of and teaches

category group labels such as

vehicles, clothing, and furniture.

• provides opportunities for

children to manipulate items into

different categories, and has

children share their collections by

verbally labeling each item and

the category name.

• highlights the cognates for each

of the categories especially in

languages such as Spanish.

• observes children sorting and

labeling materials during child‐

initiated play.

57

II. LANGUAGE AND COMMUNICATION DOMAIN

E. Sentences and Structure Skills

Effective communication requires that children use their knowledge of vocabulary, grammar, and sense of

audience to convey meaning. Four-year-olds become increasingly adept at using language to express their needs

and interests, to play and pretend, and to share ideas. Children’s use of invented words and the over

generalization of language rules (for example, saying “foots” instead of “feet” or [Spanish] “yo no cabo” instead

of “yo no quepo”) is a normal part of language acquisition. Sentence and grammatical complexity develops in

young children with plenty of opportunity for rich conversation. It is important that time is spent in authentic

speaking opportunities. Also, teachers can support English language development through more specific playful

language-building activities (LEER MAS, 2001).

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child uses simple

sentences of three

to four words to

express needs.

II.E.1.

Child typically

uses complete

sentences of four

or more words

and grammatical

complexity

usually with

subject, verb,

and object order.

The child:

• tells about a family

experience using

longer and more

complex sentences.

• participates in a long

conversation (staying

on topic and taking

turns) about the

structure he is building

in the block center.

• answers questions and

adds ideas using

complete sentences

while the teacher leads

the class to create a

chart detailing what

the children know and

want to know about an

upcoming

topic/concept.

The teacher:

• plays a word substitution game

that expects each child to repeat

the sentence with a different

ending (“I went to the zoo and saw

a ____________.” Spanish ex: “Fui

al zoológico y vi ___”).

• helps children tell one sentence

about their drawings or favorite

objects (“My big sister plays

basketball.” “Here’s a picture of my

teddy bear.” Spanish examples: “Mi

hermana juega tenis.” “Miren mi

dibujo de los animales.”).

• models how and encourages

children to play “Guess What I

Am?” by describing a familiar

object hidden in a cloth bag in

order to guess its identity (“I feel

something hard. It has four legs. It

has a long neck and a small head.”).

• demonstrates by doing a “think

aloud,” telling how to think about

what you want to write or draw in

a journal, writing/drawing it, and

then sharing about one’s own

journal.

• provides home and school

connections for the child.

58

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child may over

generalize

grammatical rules.

II.E.2.

Child uses regular

and irregular

plurals, regular

past tense,

personal and

possessive

pronouns, and

subject‐verb

agreement.

The child:

• uses the correct tense

when describing

something he did

yesterday or last week.

• says “went” although a

younger classmate says

“goed.”

• identifies the work that

is hers, using “my” and

“mine” and those that

belong to friends, using

“his” or “hers.”

The teacher:

• models and helps children describe

sets of multiple and single objects

to practice the use of correct

subject

‐v

erb agreement.

• p

lays word games to encourage

children to say phrases and

sentences with irregular plurals

(foot/feet, mouse/mice,

child/children) (“Here is one foot,

now there are two ______. Now

there is one ______.”).

• demonstrates how to tell about

one’s own picture and about

another child’s picture beginning

with the words “my picture” or “his

picture.”

Child links two

ideas together by

combining

sentences

II.E.3.

Child uses

sentences with

more than one

phrase.

The child:

• talks with a friend as

they play using

sentences with more

than one phrase (“Let’s

go to the store and get

milk for the baby.”).

• participates in a circle

time discussion, adding

information in multiple

phrases (“Birds build

nests in the trees and

then lay their eggs.”).

• describes a family

event, combining

phrases to show

sequence (“We went to

the grocery store and

then drove back

home.”).

The teacher:

• pairs children together with

pictures to play a “silly sentence”

game with one child saying the first

part of the sentence and the other

child adding a phrase to it (“My

yellow cat climbed up the tree. . .

to catch a falling star.”).

• encourages children to share

information during show and tell

about the objects.

• models describing the events of the

day by using more complex

sentence structures.

• describes new objects by using the

name of the object and what, how,

or where it is used (“This is a

bulldozer and it is used to push

trees and bushes into a big pile.”).

59

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child uses simple

sentence

structures with

usually one idea.

II.E.4.

Child combines

more than one

idea using

complex

sentences.

The child:

• describes what

happened when she

put the last block on

the tower and it fell.

• tells a friend what to

do when taking an

order for pizza in a

pretend restaurant.

• reminds the teacher

that he has to go get

the notes to go home

from the office and

hand them out to the

children.

The teacher:

• provides simple science

experiments and encourages

children to tell what happened

(“The paper clip sank to the bottom

when I put it in the water. I think

the rock will sink, too.”).

• helps the children use complex

sentences when retelling familiar

stories (“When Goldilocks woke up

and saw the three bears, she went

running back through the forest.”).

• encourages children to describe

common occurrences using

complex sentence structures

(“When we first come to school in

the mornings, we have to put our

things away.”).

Child understands

and uses

increasingly

longer sentences.

II.E.5.

Child combines

sentences that

give lots of detail,

sticks to the

topic, and clearly

communicates

intended

meaning.

The child:

• describes a family trip,

combining sentences

and giving lots of detail

(“When my grandpa

came over, we went to

the park. We had fried

chicken, and played on

the swings.”).

• participates in a circle

time discussion of

butterflies and builds

on the information

from nonfiction books

the teacher has read

and previous discussion

by talking to the

teacher when the child

sees butterflies outside

later in the day.

• asks many questions

about the police officer

when he comes to the

classroom for a visit.

The teacher:

• provides an interesting nonfiction

book and prompts the children to

discuss what they are seeing and

hearing in the book (“What is the

caterpillar doing? How do you think

he feels inside the cocoon?”).

• models and uses guiding questions

to help children add details to

telling about a personal event

(“This weekend my family had a

picnic. My children were there and

so was my mom. We ate

sandwiches and played on the

playground. I was so tired when I

went home but we had such a good

time.”).

• prompts for more detail,

clarification, and elaboration as the

children relate stories or show and

tell items (“Juan, where did you get

that stuffed dog? Where has he

gone with you?”).

60

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child understands

and uses

increasingly

longer sentences.

II.E.6.

Child engages

in various forms

of nonverbal

communication

with those who

do not speak her

native language.

The child:

• uses gestures, or points

to objects or people.

• responds to greetings

with simple words,

gestures, and other

nonverbal behavior.

• uses gestures to

communicate basic

needs (points toward

door when needing to

go to the restroom).

The teacher:

• is aware that English language

learners, depending on their

comfort level with English when

they enter the prekindergarten

classroom, may pass through a

"silent" stage before they begin

speaking in English. This “silent”

period should not be seen as a

reflection of the child’s abilities or

willingness to participate.

• provides a non‐invasive

environment.

• e

ngages learners in cognitive

learning strategies, choral

responses, group discussions.

• creates multiple opportunities for

children to use English in both

English as a second language and

bilingual classroom settings.

Child understands

and uses

increasingly

longer sentences.

II.E.7.

Child uses

single words and

simple phrases to

communicate

meaning in social

situations.

The child:

• identifies by name a

few familiar objects,

people, and events

(family members; body

parts; clothing; pets;

foods; common

occupations; seasons;

common school,

classroom, and home

objects).

• speaks in isolated

words (usually a single

noun or verb),

depending heavily on

gestures to express

meaning.

The teacher:

• begins all lessons by pre‐teaching the

vocabulary and language objective.

• f

ocuses on the language function

that the child will need to use to

carry out the lesson.

• focuses on meaningful activities that

involve "hands on," choral readings

and singing.

• p

re

‐t

eaches new vocabulary words in

the child’s home language and also

English (as needed).

• uses cognates when possible for ELLs

to make cross‐

l

anguage connections.

61

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

II.E.8.

Child

attempts to use

new vocabulary

and grammar in

speech.

The child:

• comprehends a limited

number of common

words and simple

phrases in

conversations held on

topics of personal

relevance (basic

greetings and

courtesies when

spoken slowly and with

extensive rephrasing,

repetitions, and

contextual clues).

• comprehends and

follows simple routine

instructions for

classroom activities

that depend on

gestures and other

contextual clues ("Let's

line up for the

restroom.").

The teacher:

• groups children of similar

proficiency levels in groups of two

to three to facilitate instructional

conversations.

• groups English language learners

with English native speakers so

they can hear English spoken

regularly (English phonemes and

vocabulary).

62

III. EMERGENT LITERACY: READING DOMAIN

Becoming literate is one of the most important milestones for young children to achieve. According to National

Research Council estimates from 1998, if children receive proper exposure and systematic opportunities to

develop foundational language, reading, and emergent writing skills during early childhood, as few as five

percent may experience serious reading difficulties later. The literacy experiences provided during the

prekindergarten year help form the basis for learning to read, particularly when teachers emphasize the key

predictors of early literacy: oral language, alphabetic code (letter knowledge, phonological awareness), and print

knowledge and concepts. Children develop the understanding of the everyday functions of print, gain the

motivation to want to learn to read and appreciation of different forms of literacy, from nonfiction and fiction

books, to poems, songs, and nursery rhymes, by being read to and interacting with stories and print.

A

s they watch adults engage in reading and writing activities, they want to be able to read and write as well.

When children interact with language in these formats, their ability to respond to and play with the sounds in

language increases. This awareness of the sounds in language, or phonological awareness, is one of the key

predictors of later reading success. Children develop this awareness that words are made up of sounds which

can be put together and taken apart. Recent research has provided new insights into the order in which children

acquire this awareness. In the early stages, children are able to detect larger phonological units such as words

and syllables. As their awareness deepens, they are able to manipulate the smallest units of sound called

phonemes. Print awareness and letter knowledge must also be developed through planned, playful activities

that engage children in noticing the letters in their names and the names of their classmates. As their language

abilities increase, their understanding of what is read aloud to them also increases, as demonstrated through

the questions they ask and answer, and their reenacting or retelling of stories. The process of transfer (with

literacy‐based ESL and oral language beginning in prekindergarten) requires that we take what children already

know and understand about literacy in their primary language and ensure that this knowledge is used to help

them gain English language and literacy skills. For ELL children difficulties in transfer may appear in syntax,

homonyms, inference, cultural nuances, idioms, and figurative language. For children who are learning English,

effective second language reading instruction requires an understanding of and is guided by knowledge based

on assessment, cultural responsiveness, gradual release, strategic use of language, and appropriate instruction

(LEER MAS, 2001).

This is an important time for 4‐year‐olds to develop their sense of self and ethnic identity. One strategy to

support this development is the use of linguistically and culturally relevant texts whenever possible. Teachers of

English language learners can help children understand who they are and where they come from when they

connect to children’s lives in a meaningful way, given their cultural and linguistic diversity.

63

III. EMERGENT LITERACY – READING DOMAIN

A. Motivation to Read Skills

To ensure that all children enter school ready to learn, early education efforts must encourage emergent literacy.

When optimal conditions exist in a child’s environment, literacy develops naturally, and one of the goals of early

education must be cultivating that optimal environment. Prekindergarten children benefit from classroom

activities and environments that create an association between reading and feelings of pleasure and enjoyment,

as well as learning and skill development. These early experiences will come to define their assumptions and

expectations about becoming literate and influence their motivation to work toward learning to read and write.

Children may have difficulty comprehending read alouds or listening to stories without any background support,

particularly if they have limited experiences with the concepts included in the story or text .ELL children benefit

from repetitive exposure to pictures and other media pertinent or associated with the content of stories read

aloud in English. ELL children also will benefit from making connections to text in their home language for better

comprehension when bilingual strategies are used to facilitate comprehension during readings of English text

(LEER MAS, 2001).

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child enjoys being

read to and knows

when a favorite

story has a part

left out.

III.A.1.

Child engages in

pre‐reading and

reading‐related

activities.

The child:

• repeats or “chimes in” on

repeated parts of

predictable stories.

• engages in acting out a read

aloud during circle time or

small‐

gr

oup instruction

• re‐en

acts a favorite story

with puppets, props, or felt

board characters.

• as

ks a teacher to re

‐re

ad a

favorite book.

• holds a book right side up

and turns the pages one at

a time

• verbalizes while looking at

pictures and turning pages

of a book

The teacher:

• reads books with storylines and

characters that are easy for the

child to understand, remember,

and re

‐e

nact.

• reads books with repeated

parts and encourages the child

to join in during the reading.

• discusses what the author and

illustrator do.

• rereads favorite books that the

child engages and interacts

with.

• uses shared, interactive,

guided, and independent

reading to demonstrate and

discuss appropriate reading

behaviors (starting location, left

to right movement across print,

return sweep, voice/print

matching) on materials such as

lists, menus, songs, signs, and

charts (with print large enough

for children to see).

64

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child enjoys

looking at books

and telling a story

from the pictures

or from memory.

III.A.2.

Child self‐selects

books and other

written materials

to engage in pre‐

reading

behaviors.

The child:

• chooses a book

independently and returns it

to the shelf when the

“reading” is complete.

• holds a book right‐side‐up

and turns the pages one at a

time in a way that will not

damage the book.

• selects and interacts with a

“book” in a software

program by clicking on the

appropriate icon, moving

through the program, and

closing the program when

finished.

• listens to audio books

following along in the book

and turning the pages at the

appropriate time.

• handles and cares for books

in a respectful manner.

• reads a book to a doll or

stuffed animal at the library

or dramatic play center.

• selects the reading/library

center during free play.

The teacher

• models and discusses

appropriate book handling

behaviors in an ongoing way.

• creates a warm comfortable

place for children to engage in

independent pretend reading.

• t

eaches children to use

technology

‐b

ased text

materials and provides

opportunities for use.

• i

ncludes both fiction and

nonfiction books in read aloud

selections and reading/library

center.

• places books (and

manipulatives) that have been

read and acted out in centers

for children to have access to

during independent play.

• places concept or theme‐

related books in each center to

supplement center and project

activities (books on buildings or

bridges in the block area,

menus and cookbooks in

dramatic play, books on plants

in the science center).

Child notices

environmental

print and connects

meaning to it.

III.A.3.

Child recognizes

that text has

meaning.

The child:

• asks the meaning of text

such as posters, charts, or

digital materials

encountered throughout

the classroom or school).

• asks or notices what a note

from home says.

• asks or notices the meaning

of the writing such as on a

food container or signs.

• generates

purposeful/authentic print.

The teacher:

• models using information

gained from print (makes play

dough by following a recipe,

talks about insects having six

legs and spiders having eight

legs after reading a nonfiction

book about spiders).

• encourages children to ask

questions about what

information can be learned

from print and the purposes

of written language.

• models using print to find the

answers to questions children

ask (“Let’s look in this book to

see if we can find out how the

caterpillar turns into a

butterfly.”).

65

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• discusses what is happening

in pictures, but emphasizes

that the print is what is read.

• discusses meanings of

new/unusual words and

passages before and after

reading text.

• provides opportunities and

encourages the child to create

and use purposeful/authentic

print.

66

III. EMERGENT LITERACY – READING DOMAIN

B. Phonological Awareness Skills

Phonological awareness is an auditory skill that involves an understanding of the sounds of spoken language. This

sensitivity to the sound structure of language is highly predictive of success in beginning reading. Phonological

awareness generally develops from sensitivity to large units of sound, like words and syllables, to sensitivity to

smaller units of sound, like individual phonemes. For example, children are able to detect and manipulate words

in phrases before they can detect or manipulate syllables, and they can detect and manipulate syllables before

they can detect or manipulate phonemes or individual sounds in words. Task difficulty is another important

consideration in phonological awareness development and instruction. Easier tasks include identification and

synthesis (e.g., blending). More challenging tasks require analysis (e.g., segmenting, deletion). Phonological

awareness includes being able to recognize individual words in a spoken sentence, blending and dividing words

into syllables (beginning with compound words which, because each syllable has meaning connected to, are

easier for children to work with), adding and taking those meaningful units, recognizing and producing rhyming

words, identifying words that sound the same at the beginning, and for some children, blending words at the

phoneme or single sound level. It is important to remember that letter knowledge (e.g., letter-sound

correspondence) and phonological awareness acquisitions work together, with skill development in one area

reinforcing development in the other. Phonological awareness represents a crucial step toward understanding

that letters or groups of letters can represent phonemes or sounds (the alphabetic principle). Because

phonological awareness development begins before children learn letter-sound correspondences, fostering

phonological awareness development

does not necessarily require the use of

print. However, once letter knowledge

begins to develops, children can

benefit from inclusion of letters in

phonological awareness activities.

Some basic proficiency in English may

be prerequisite to the development of

phonological awareness in English for

first- and second-language learners.

ESL children draw upon their

phonological awareness skills in their

first language when developing

phonological awareness in a second

language. Research demonstrates that

phonological awareness in English and

Spanish are highly related in bilingual

children; therefore children in

Bilingual/ESL instruction should benefit

from being simultaneously taught similar phonological awareness skills in both languages. Manipulating individual

sounds, or phonemes, in words is the highest level of phonological awareness. Although some prekindergarten

children may be able to perform simple manipulations with individual phonemes (e.g., removing /s/ from seat

makes eat), it is not appropriate to expect all prekindergarten children to be able to perform difficult

manipulations with individual phonemes (e.g., segmenting “stack” into its four constituent phonemes, i.e., /s/ /t/

/æ/ /k/). The above Developmental Timeline represents the most current research concerning when children

normally develop various phonological awareness skills.

67

Source: Anthony, Jason L.; C.J. Longian; K. Driscoll; B.M. Phillips. 2003. “Phonological Sensitivity: A quasi-parallel

progression of word structure units and cognitive operations.” Reading Research Quarterly, Vol. 38, 470-487.

The Spanish Phonological Awareness Continuum

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Note: Phonological

awareness is just

beginning to

develop between

the ages of 36 and

60 months.

Children should be

engaged in

listening to books,

poems, nursery

rhymes, and songs

that feature rhyme

and alliteration.

III.B.1.

Child separates

a normally

spoken four‐

word sentence

into individual

words.

The child:

• repeats a sentence spoken by

the teacher, stepping forward

as the word he is assigned is

spoken in the sentence.

• says (and repeats) a sentence

so she has the sentence in her

head, segments each word one

from the other using objects,

fingers, or even bodies to stand

for each individual word in the

sentence (as the child says, “I

like petting dogs,” he holds up a

finger or moves a counter for

each word as it is said.).

The teacher:

• models sentence segmenting

with two word sentences (such

as “I jump.”).

• encourages children to

segment more difficult

sentences with more words

and words with more than one

syllable.

• connects a child’s name to a

single movement (word) to

help children understand the

concept of word (“Vanessa is

one person, one word, so we

move one time.”).

III.B.2.

Child combines

words to make a

compound

word.

The child:

• creates a new word by putting

two words together to make

compound words (“dog” +

“house” = “doghouse” ; Spanish

examples: “lava” + “manos” =

“lavamanos”; “toca” + “discos”

= “tocadiscos”; “arco” + “iris” =

“arcoiris”; “saca” + “puntas” =

“sacapuntas”).

• uses picture cards to create

compound words.

The teacher:

• demonstrates using compound

word puzzles and picture cards

when practicing blending and

taking apart compound words

they say aloud.

• provides compound word

puzzles and picture cards for

children to use in independent

play practice.

Phonemic Awareness

Blending and Segmenting Individual

Onset-Rime Blending and Segmenting

Syllable Blending and Segmenting

Sentence Segmenting

Rhyming/Alliteration

(LEER MAS, 2001)

68

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• makes compound words by

responding with a second part

after the teacher has provided

the first part.

• names the two words that are

said in a compound word when

prompted by the teacher.

The teacher:

• encourages children to make a

variety of compound words by

adding different endings to the

beginning she says (say “fire,”

ending responses such as “fly,”

“man,” “works,” “house”).

• gives examples of two words

that when put together

become a compound word.

III. B.3.

Child deletes a

word from a

compound

word.

The child:

• takes compound words apart by

deleting either the first or

second part and stating the

word that is left (e.g.,

“sunflower”

‐“s

un” = ”flower”;

in Spanish, “arcoiris” ‐

“a

rco” =

“iris”).

The teacher:

• says compound words and

then leaves off first or second

half (say “sunshine” then say

“sun”; child responds “shine”).

III.B.4.

Child blends

syllables into

words.

The child:

• claps with the teacher as they

say children’s names together,

segmenting the parts.

• combines two syllables

together to say a word (e.g.,

“pa”+ “per”= “paper”; Spanish

examples: “pa” + “pel”=

“papel”; “li” + “bro” = “libro”).

• provides second syllable of

theme‐related objects when the

teacher says the first syllable,

then entire word (teacher says

“buck”; child says “et”=

“bucket”).

• claps the syllables in her own

names, and classmates’ names.

• hears a familiar word (up to

three syllables) and claps the

syllables.

• hears a classmate’s name

segmented and blends it back

together.

The teacher:

• models clapping one time for

each syllable in children’s

names.

• encourages children to clap

once while saying each

syllable in children’s names.

• m

odels putting pictures (and

the syllables that go with

each part) of familiar two

‐

s

yllable objects cut into two

pieces together to form a

word.

• e

ncourages children to

practice putting picture

pieces (and words) together

while also putting the sounds

together to say the word.

• s

ays the first syllable in a

familiar two

‐s

yllable word

and encourages children to

fill in the second syllable.

69

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

III.B.5.

Child can

segment a

syllable from a

word.

The child:

• hears the parts of two‐syllable

words and fills in the remaining

syllable when the teacher asks

what is left when the first

syllable is removed (“ladder”

‐

“l

add” = ”er” or “puzzle” –

“puzz” = “le” Spanish examples:

“árbol” – “ár” = “bol”; “cama” –

“ca” = “ma”).

• c

hooses a theme

‐r

elated object

(with from one to three

syllables) and deletes the initial

or final syllable from that word.

• participates in word games that

focus on playing with syllables.

The teacher:

• provides opportunities for

children to clap the syllables

in their names or other

familiar words.

• p

rovides pictures cut into

three pieces of familiar

three‐

s

yllable words, models,

then engages child in

practicing taking the pictures

apart while saying the word

aloud.

Child can

distinguish when

two words rhyme.

III.B.6.

Child can

recognize

rhyming words.

The child:

• points to the picture that does

not rhyme with the other two

pictures.

• gives the pairs of words from a

nursery rhyme that rhyme.

• identifies the words that

rhyme in a read aloud book

written in rhyme.

• identifies two objects out of a

rhyming basket that rhyme.

• generates nonsense words

that rhyme with a given word.

• participates in word play

games that focus on making

rhyming words (“Willoughby,

Walloughby, Woo”; in Spanish:

tío, mío, sío).

The teacher:

• recites nursery rhymes that

have words that rhyme and

draws child’s attention to

how those words have the

same sounds at the end.

• reads books that have words

that rhyme and helps child

notice the sounds in those

words.

• plays rhyming games with

objects and pictures that

rhyme.

• sings songs and engages

children in finger plays that

rhyme.

Child can

distinguish when

two words begin

with the same

sound.

III.B.7.

Child can

produce a word

that begins with

the same sound

as a given pair

of words.

The child:

• pairs pictures that begin with

the same sound.

• identifies words in tongue

twisters that begin with the

same sounds.

• sorts objects into piles that

begin with the same sounds.

• participates in word play

games that focus on words

that begin with the same

sound (“Mappy Mirthday Moo

Moo”).

The teacher:

• provides common objects

that children can name and

sort into groups that begin

with the same beginning

sounds.

• plays word games focusing

on words that begin with the

same sound.

70

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

III.B.8.

Child blends

onset (initial

consonant or

consonants) and

rime (vowel to

end) to form a

familiar one‐

syllable word

with and

without pictorial

support.

The child:

• selects the appropriate

picture from several pictures

when the teacher says a word

segmented between the onset

and rime (e.g., when shown

several pictures, and adult

says “r”+“ug,” child selects the

picture of the rug. Spanish

example: “p”+ “an”; child

selects a picture of bread).

• sorts objects by all that begin

with a given onset, like pan

and pie; Spanish example: sol

y silla.

The teacher:

• models using two pieces of a

picture of a familiar one

‐

s

yllable word while orally

blending and taking the

words into onset

(consonant/consonants) –

rime (rest of the word)

segments.

• p

rovides two pieces of a

picture of a familiar one

‐

syllable word for children to

practice manipulating during

play while orally blending

and taking the words into

onset

(consonant/consonants) –

rime (rest of the word)

segments.

• d

isplays pictures or objects

and has child point to or

select picture/object that

teacher says with a pause

between onset and rime.

III.B.9.

Child recognizes

and blends

spoken

phonemes into

one syllable

words with

pictorial

support.

The child:

• selects a picture and says the

letter sounds for the word (“k”

+ “e” = key; “b” + ”e” = bee ;

“n” + ”e” = knee) in Spanish

selects a picture and the letter

sounds for the word (“s” + “o”

+ “l” = sol; “p” + “e” + “s” =

pez).

The teacher:

• models using pictures to

identify and blend phonemes

into words.

• displays pictures and has the

child blend the phonemes to

make the word.

• models blending phonemes

to produce one syllable

words and has child practice.

71

III. EMERGENT LITERACY – READING DOMAIN

C. Alphabet Knowledge Skills

Letter knowledge is an essential component of learning to read and write. Young children learn best when

information is presented in context and when educators provide opportunities for children to create experiences

that make the material meaningful. Rote practice (or the “skill and drill” method) can result in frustration and

negative attitudes toward learning. Knowing how letters function in writing and how these letters connect to the

sounds children hear in words is crucial to children’s success in reading. Combined with phonological awareness,

letter knowledge is the key to children understanding the alphabetic principle. Children will use this sound/letter

connection to begin to identify printed words, such as their names and other familiar words.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child names the

first letter of his or

her name.

III.C.1.

Child names at

least 20 upper

and at least 20

lower case

letters in the

language of

instruction.

The child:

• names letters on

name cards, posters,

books, and signs

around the room.

• participates in circle

time alphabet

identification games

(“If Your Name Starts

With,” name cheers).

• manipulates letters in

a variety of ways

(finds letters buried in

sand; letter sorts,

matching

upper/lower case

letters).

The teacher:

• introduces all of the upper and lower

case letters in a meaningful way.

• reads aloud a variety of alphabet

books.

• names letters in a variety of

situations, helping child distinguish

one letter from another, making

meaningful connections for the child

(connecting with a child’s name or

other important words, similarities

and differences between letters).

• gives the child many opportunities to

say the names of letters when

working with books, charts,

letter/word walls, or alphabet

manipulatives (magnetic or plastic

letters, puzzles, stamps, etc).

• has the child name the first letter in a

word or a specific letter when

reading books, charts, or poems.

• has the child match plastic letters to

an alphabet array on a mat and say

each letter as it is matched.

• plays games with the child’s name

printed large enough for child to see

the print (name puzzles, name sorts,

fishing for names).

72

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child

Behaviors

Examples of Instructional Strategies

Child identifies the

letter associated

with the sound of

the first letters of

his name.

III.C.2.

Child recognizes

at least 20

distinct letter

sounds in the

language of

instruction.

The child:

• identifies the letter

that makes a given

sound.

• participates in circle

time sound/letter

identification games

(“I spy something that

starts with /s/. What

letter is that? What

do I see?”).

• points to target sound

when shown 2–4

letters.

The teacher:

• introduces, in a meaningful way, all

of the sounds letters make.

• connects the sound that a letter

makes as she is writing a word in

front of the child.

• instructs the child in matching letter

sounds to the letter name and the

printed letter shape (“The story says,

‘Here is the dog.’ Let’s find the word

dog in the book. Dog starts with /d/.

That is the letter d. Here is the word

that starts with that letter.”).

• models writing children’s names

making letter sounds as he writes

each letter (“John starts with /j/.

What letter makes that sound?”).

• models writing for authentic reasons,

saying words slowly, and matching

sound to the letter being written.

• engages children in interactive

writing, encouraging children to write

the initial sounds of words with

letters they are beginning to

recognize.

Child produces the

correct sound for

the first letter of

his name.

III.C.3.

Child produces

at least 20

distinct letter

sound

correspondences

in the language

of instruction

The child:

• makes the sounds in

her first name as she

attempts to write the

letters.

• produces the correct

sound when shown

the first letter of her

name.

• makes the correct

letter sound while

pointing to a letter in

a book or on a poster.

• sorts objects in letter

container (find the

items that start with

“B”).

The teacher:

• connects the sound that a letter

makes with that specific letter

(“Matthew starts with ‘m’. ‘M’ makes

the /m/ sound”).

• models, explicitly, going from the

letter that children can see to the

sound that the letter makes (“Cat

starts with ‘c’. ‘C’ says /k/”).

• points to a letter in a written word in

a printed text, such as a chart, poster,

book, song, or sign, and asks children

to make the sound of that letter.

• gives the child a small set (3–5)

letters and asks her to produce the

sounds of each letter.

• provides the child with opportunities

to practice making letter/sound

connections with names and other

targeted words in independent play.

73

III. EMERGENT LITERACY – READING DOMAIN

D. Comprehension of Text Read Aloud Skills

Frequent book reading relates strongly to school readiness: children who are read to on a regular basis have a

higher likelihood of acquiring age-appropriate language skills. Exposure to many kinds of books, both fiction and

nonfiction, helps prekindergarten children build vocabulary, make connections to text, and become familiar with

how stories and different texts work. Children develop concepts of story structures, character actions, and

knowledge about informational text structure which influences how they understand, interpret, and link what

they already know to new information. Children’s comprehension of text is influenced by real-life experiences,

including virtual learning experiences, and through explicit vocabulary instruction received before and during

their time in the classroom. Reading books in English with ELL children will increase their knowledge of English

language and vocabulary. In classrooms with children who are learning English, it is also critical that children

read books in their home language whenever possible.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child interacts

with a story as it

is being read

aloud.

III.D.1.

Child retells or

re‐enacts a story

after it is read

aloud.

The child:

• participates in acting out a

story she is familiar with,

either in circle time or in a

small group.

• retells and sequences the

main events of a story.

• connects personal

experiences to an event in a

story (such as relating a

personal trip to the zoo after

a zoo story has been read).

• reads using the pictures in

the books to recall the words

of his favorite stories.

• creates original or alternate

endings for stories.

• tells what might happen next

if the story continued.

The teacher:

• provides props such as puppets

or felt characters, for children

to use while acting out a

familiar story or fairy tale.

• helps children construct a story

map with a clear beginning,

middle, and end.

• provides story cards to assist

children in sequencing retellings

of stories.

• encourages children to provide

sound effects through musical

instruments or environmental

noises that fit what is

happening in the stories.

• extends the story into centers

for children to continue the

story line, characters, or

concepts in other ways (draw a

picture about the story in the

art center, plant carrot

seeds/top in the science

center).

• places items used during circle

time in centers for the children

to use and interact with during

independent play.

• reads texts that are culturally

relevant to children on a regular

basis.

• invites storytellers into the

classroom.

74

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child interacts

with books by

describing what

is seen/read in

the book.

III.D.2.

Child uses

information

learned from

books by

describing,

relating,

categorizing, or

comparing and

contrasting.

The child:

• relates own experiences to

facts read in books (“When I

went to the doctor. . .”).

• demonstrates how to plant

seeds after hearing a book

about planting seeds.

• describes the reasons for

sorting airplanes and

helicopters separately from

boats or cars.

The teacher:

• reads informational books.

• engages the child in activities

after reading an informational

text that highlights the

content learned from the story

(creates a graphic organizer

that separates spiders from

insects based upon physical

characteristics).

• extends informational texts

into centers by providing

materials for children to

interact with (such as a

magnifying glass to examine

plant parts).

Child asks and

answers age‐

appropriate

questions about

the book.

III.D.3.

Child asks and

responds to

questions

relevant to the

text read aloud.

The child:

• asks questions about the

story details and events

(“What is that? Why is she

crying?”).

• responds to questions

regarding the story or

information in the text.

• responds to questions about

story details.

• comments about the

characters or actions within a

story.

• discusses other ways a story

might end.

• answers questions about

story elements such as main

character, setting, and story

problem and solution.

The teacher:

• provides experiences that

connect to specific aspects of

a story plot (making

gingerbread men after reading

a story about a gingerbread

man).

• introduces and discusses

unknown words.

• helps child create new endings

to familiar stories using props,

puppets, dictation, and/or

class

‐m

ade books.

• a

sks questions about story

details and events (“What just

happened?” “What was so

silly about. . .?” “How did that

work?” “Why did the author

write this?” “What is

something new you learned?”)

• facilitates making self to text

connections.

75

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

III.D.4.

Child will make

inferences and

predictions about

text.

The child:

• actively participates while

being read to by predicting

what might happen next in

the story.

• predicts what might happen

next in a text based on the

cover, title, or illustrations.

• tells the story during a

picture walk.

• responds appropriately to

“why” questions and justifies

her answers based on clues

in the picture/text.

• discusses what might happen

if different characters were in

the story.

The teacher:

• purposefully selects texts that

lend themselves to predicting

and inferring to read aloud.

• engages the child in thinking

about the story by stopping at

strategic points in a story and

having child predict what

might happen next.

• models making predictions

and inferences using think

aloud strategies.

• points out strategies good

readers use while reading.

• asks questions to encourage

making predictions (“What

might happen next?” “What

would happen if. . .?” “How

will that work?”).

• reads different versions of a

story to support making

predictions.

• poses inferential questions

based on clues in the pictures

or in the text, such as “Why

did. . .” when the answer is

not explicitly stated.

• follows up children’s

responses with “Tell me why

you think that? What did you

notice?”

76

III. EMERGENT LITERACY – READING DOMAIN

E. Print Concepts

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child

understands that

illustrations and

print carry

meaning.

III.E.1

Child can

distinguish

between elements

of print including

letters, words,

and pictures.

The child:

• points to a word rather than

a picture when prompted.

• points to specific letters

within a word when

prompted.

• uses a pointer to read print

during “read around the

room” activities.

The teacher:

• models the differences

between pictures and words

and letters and words.

• asks children to identify a

familiar word in books and

other print materials.

• engages children in modeled

and shared writing and

rereading opportunities using

a pointer.

• asks children to locate/frame

a word during a shared

reading of enlarged text.

Child imitates

actions that

demonstrate that

text progresses

across pages.

III.E.2

Child

demonstrates

understanding of

print directionality

including left to

right and top to

bottom.

The child:

• imitates reading behaviors

(moving top to bottom and

left to right; return sweep)

on charts, lists, and big

books during “read around

the room” center.

• uses a pointer to reread big

books or enlarged text.

• uses finger to track print

when reading simple or

familiar texts.

The teacher:

• uses shared and interactive

reading to demonstrate and

discuss appropriate reading

behaviors (starting location;

left to right movement across

print; return sweep;

voice/print matching) on

materials such as lists, menus,

songs, signs, and charts (with

print large enough for children

to see).

• shares the pointer with

children during shared re

‐

reading experiences.

III.E.3

Child can identify

some

conventional

features of print

that communicate

meaning including

end punctuation

and case.

The child:

• points to or names a period

at the end of a sentence.

• recognizes that the first

letter in a name is

capitalized.

• recognizes that the first

word in a sentence is

capitalized.

The teacher:

• models and thinks aloud while

writing to show proper use of

upper and lower case and end

punctuation.

• uses interactive writing to

encourage children to

contribute letters and end

punctuation to a shared work.

77

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• when rereading enlarged text,

asks “What’s this called?”

when pointing to a period.

• stops while writing a morning

message to say, “What should

I put at the end?”

78

IV. EMERGENT LITERACY WRITING DOMAIN

Prekindergarten children generate hypotheses about how written language works and begin to explore the uses

of writing for themselves. Initially, they may ask adults to write their names, signs, and letters for them. Children

will later independently imitate adults by writing their own thoughts and ideas. This “pretend writing” is the

beginning stage of writing development. Through these early writing experiences, young children will develop

initial understandings about the forms, features, and functions of written language. Over time, children’s writing

attempts more closely approximate conventional writing. In Prekindergarten classrooms, teachers serve as

models and guides, writing for different purposes for and with children. Thus, children learn to write through

many experiences.

Fine motor skills may impact children’s ability to write legibly; however, this should not limit their opportunities

to write for meaning. The child’s level of fine motor development should determine the tools and the size of the

surfaces that are provided for writing experiences. Fine motor skills can be developed alongside writing and

through writing as children progress through the developmental stages.

Developmental Stages of Writing (English)

1

Random scribbling – Child writes

with the starting point any place on

the page.

2

Controlled scribbling – Progression is

from left to right.

3

Circular scribbling – Circles or ovals

flow on the page.

4

Drawing – Pictures tell a story or

convey a message.

5

Mock letters – These can be

personal or conventional symbols,

such as a heart, star, or letters with

extra lines.

6

Letter strings – These move from left

to right and progress dawn the page

of actual letters. They have no

separations and no correlation with

words or sounds.

7

Separated words – Groups of letters

have space in between to resemble

words.

8

Picture labeling – A picture's

beginning sound is matched to a

letter (Dog).

9

Awareness of environmental print –

Environmental print, such as names

on cubbies, is copied.

10

Transitional stage spelling or invented

spelling – First letter of a word is used

to represent the word (I went to the

nature museum.).

11

Beginning and ending letters are

used to represent a word (cat).

12

Medial sound is a consonant (grass).

13

Medial sound is in correct position,

but the vowel is wrong (grass).

14

A child hears beginning, medial, and

ending letters (I like to pick flowers.).

15

Phrase writing develops (rabbit in

the sun).

16

Whole‐sentence writing develops

(This pumpkin is mine.).

17

Whole Sentence Writing – Child writes a complete sentence.

79

IV. EMERGENT LITERACY – WRITING DOMAIN

A. Motivation to Write Skills

As children watch adults write for many purposes, they develop the understanding that print conveys meaning.

Initially, children engage in drawing or scribbling as a way to communicate. These are the earliest stages of

writing. Young children sketch lines and scribble “notes” in an attempt to imitate adults’ writing behaviors and

begin to make connections between print and spoken words. With this understanding of the function and

meaning of print comes the motivation to use print in the same manner. All efforts to convey meaning in the

form of scribbles, letter-like forms, or strings of letters should be celebrated. Children also engage in using print

to convey their meanings in different situations and for different purposes. As children interact with each other in

play, they make lists, take orders, label, and leave notes to convey what has occurred during their play. Children

may also begin to write personal stories and/or write based on “mentor” texts (texts that can be used as a model

for writing) read aloud.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child engages in

free drawing and

writing activities.

IV.A.1.

Child

intentionally uses

marks, letters, or

symbols to

record language

and verbally

shares meaning.

The child:

• uses letter‐like shapes

when taking an order at a

restaurant during dramatic

play.

• w

rites a few letters or

mock letters as a caption

under a drawing and

“reads” it to a friend.

• builds and labels a block

structure to represent a

story setting (such as the

house of the three bears).

• writes and reads a message

for the teacher on the

“message board.”

• sends a letter to a friend in

the classroom mailbox

using initial sounds and

helps the friend read it.

• Records on a chart

response to Question of

the Day, such as “Do you

have a pet?”

The teacher:

• engages in “thinking out loud”

while writing, including why she

is writing and how she thinks

about what to write.

• encourages child to connect

meaning to her drawing by asking

what she wrote.

• includes a variety of writing

materials in all areas of the

classroom.

• provides blank books in the

writing center.

• models writing as a means of

communicating with oneself and

others (writing notes to remind

herself of things to do).

• writes daily news shared by one

or two children per day.

• e

ngages children in making

individual or class

‐m

ade books in

response to literature, mentor

texts, field trips, and child’s

interests.

• p

rovides journals, regular

opportunities, and access for

child to write in his journal.

• has an author’s chair to

encourage child to “read” from

her journal.

80

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

The teacher:

• encourages child to write as part

of authentic play situations, such

as creating signs for block play,

grocery lists for the dramatic

play, recordings of observations

in the science center.

• sends take‐home journal

activities such as a birthday

journal or a mascot journal.

Child

spontaneously

“writes” in

different

situations.

IV.A.2

Child

independently

writes to

communicate

his/her ideas for

a variety of

purposes.

The child:

• writes about favorite part

of an experience such as

visiting the zoo.

• labels a picture.

• write a personal story such

as a trip to the grocery

store.

• writes notes or cards such

as making a get well card

for a classmate.

• makes labels or signs in the

classroom such as for the

doctor’s office in Dramatic

Play.

The teacher:

• models writing for different

purposes in whole group, small

group, or centers.

• prompts children to “write that

down” when interacting with

them during play experiences.

• pr

ovides book

‐m

aking materials

and different types and sizes of

paper and writing utensils in the

writing center.

• h

as an author’s chair to

encourage child to “read” from

her journal.

• provides writing materials in

various locations throughout the

room (such as by the door) and in

centers.

IV. EMERGENT LITERACY – WRITING DOMAIN

B. Writing as a Process

As young children understand that marks convey meaning (what they think, they can say; and what they say,

they can write), it is important to model that writing is not simply about a product. Writing is a thought process

that moves from thinking of an idea to a well-developed idea or piece of writing, in which the young author is

proud to share. Interacting with children to compose a piece of writing over a series of days using modeled,

shared and/or interactive writing exposes children to this process of prewriting/brainstorming, writing/drafting,

revising (what the writing sounds like), editing (what the writing looks like), and publishing/sharing in a way that

Prekindergarten children understand. Children’s ability to engage in each of the stages of the writing process

develops over time. During these sessions, the teacher negotiates the language and the process with the children

and does most or all of the recording/writing depending on the length of the piece. Taking a piece of writing from

the thought stage to the sharing stage also motivates children to write more and helps them see and understand

the power of using print to convey meaning.

81

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child verbally

shares ideas

and/or tells

stories

associated with

marks on paper.

IV.B.1.

Child discusses

and contributes

ideas for drafts

composed in

whole/small

group writing

activities.

The child:

• observes the teacher thinking

out loud about different ideas

for the morning message.

• interacts with the teacher to

help her decide what to write.

• shares ideas about what to

write after going on a field trip.

• shares the pen with the

teacher to record familiar

words and/or selected words

within the draft.

• participates in writing a letter

to a character in a story and

making a suggestion based on

what has happened in the

story.

The teacher:

• models and thinks aloud

while brainstorming different

topics to write about

• involves children in selecting

an idea to write about.

• interacts and records a class

story using questions such as

“How should we begin?

What should we write next?

• provides opportunities for

the child to record known

words within the draft.

• provides opportunities for

the child to hear and record

sounds of words within the

draft (interactive writing).

• creates a class newsletter

having children dictate

stories and ideas, contribute

drawings and writings, and

make headings or captions.

• creates a shared story based

on a simple patterned

mentor text.

Child notices

when an adult

does not repeat

or dictate his

spoken

language

accurately.

IV.B. 2.

Child interacts

and provides

suggestions to

revise (add, take

out, change

order) and edit

(conventions)

class‐made

drafts.

The child:

• joins teacher and classmates in

rereading what has been

written.

• contributes ideas for adding

details or an ending to the

piece of writing.

• notices when something that

has been written doesn’t make

sense or sound right when read

aloud.

• notices when the sequence of

the writing is not quite right

after it is read aloud.

• notices and contributes a need

for punctuation with teacher

guidance.

The teacher:

• (Revising) after a read aloud,

prompts children to retell the

story and records their ideas

as they share; rereads with

children and guides them to

notice the retelling is not in

order; later, cuts the retelling

apart and engages the

children to appropriately

sequence their ideas.

• (Revising) asks probing

questions to prompt children

to add significant details to

the shared product (e.g.,

What color was the frog?

Let’s add that detail.” or

“How did we get to the

pond? Let’s change went to

rode the bus.”

82

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• (Editing) explains the need

for punctuation while

rereading (such as “I finished

this thought. I heard my

voice stop. What do I need to

put there to show that?”).

• writes thank you letters with

the child to the appropriate

people after field trips or

special events and rereads

the next day to revise or edit

with child.

Child shows

written

products to

others.

IV. B.3

Child shares and

celebrates class‐

made and

individual written

products

The child:

• engages in rereading the class‐

m

ade writing product with

classmates and/or parents and

other adults in the school.

• as

ks the adult listener to write

a comment on the “Comments

Page” in the published book.

The teacher:

• creates opportunities for

children to reread the

finished story.

• invites the children to create

illustrations to go with the

story.

• talks with the children about

how they want to share their

story/piece of writing with

others. (Possibilities include

a published big book,

published chart story, or foot

book.)

83

IV. EMERGENT LITERACY – WRITING DOMAIN

C. Conventions in Writing

Just as children learn to talk by talking, children learn concepts about print through interacting with print. To

children, it may appear that writing is simply talk that has been written down. However, there are rules that

apply to writing that do not apply to speaking. These specific rules that govern how to record thoughts in writing

must be learned so children can become more proficient at conveying their thoughts and actions. A shared

and/or interactive writing process can help children better understand this as outlined in Section B.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child records

own name in

whatever

manner she is

able.

IV.C.1.

Child writes own

name (first name

or frequent

nickname) using

legible letters in

proper sequence.

The child:

• writes his first name.

• copies or writes name using

sensory materials such as on

a “gel” bag, with shaving

cream, or in sand.

• writes his first name from

memory on center waiting

lists and art work.

• signs name on letters such

as a thank you note to a

visitor.

The teacher:

• provides opportunities for the

child to use magnetic or plastic

letters or alphabet stamps to

create her own name.

• provides sign‐in sheets on which

child can print his name.

• creates graphs using questions

or prompts for child to respond

to by writing her name under the

appropriate heading, such as

“Which is your favorite kind of

ice cream? Vanilla, chocolate, or

strawberry?” “How are you

feeling today? Happy, sad.”

• has child sign her name on art

work, graphs, letters, lists, daily

news.

Child

spontaneously

“writes” in

various ways.

IV. C. 2

Child moves from

scribbles to some

letter‐sound

correspondence

using beginning

and ending

sounds when

writing.

The child:

• engages in “write the

room,” copying letters from

posters, charts, letter walls,

and books found around the

room to compose a

message.

• writes spontaneous letters

she knows, such as in her

name to compose a

message.

• writes regularly in journals

or blank books.

The teacher:

• provides the child word cards

with pictures on which he can

match letters to sounds.

• models formation of letters and

provides opportunities for the

child to write on blank unlined

paper.

• has the child write the letters for

initial sounds heard in wording

written on documents such as

charts, lists, and daily news.

• talks about the features of

letters as she writes them in

front of the child.

• provides a variety of materials to

practice writing, such as sand,

shaving cream, and finger paint.

84

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child uses letter‐

like forms and

actual letters to

replace scribbles.

IV.C.3

Child

independently

uses letters to

make words or

parts of words.

The child:

• writes and shares simple

words (m

‐e

and says, “Look,

I wrote “me.”).

• goes to word wall to access

a word and records it on his

paper.

• engages in “write the

room,” copying letters from

items such as posters,

charts, letter walls, and

books found around the

room.

• attempts and shares

complex words (such as

writes btl and says, “ I wrote

the word beautiful.”).

The teacher:

• creates an interactive word

wall over time as an

organizational tool for learning

environmental print, children’s

names, and basic sight words.

• supplies the writing center with

picture/card words such as

name cards, environmental

print, and targeted vocabulary

across disciplines.

• creates a “Write Around the

Room” center.

Child may use

directionality

based on a

random starting

place.

IV. C 4.

Child uses

appropriate

directionality

when writing

(top to bottom,

left to right).

The child:

• writes a list starting at the

top of the page.

• writes starting on the left

side of paper and progresses

to the right.

• writes more or less in a

horizontal line.

The teacher:

• models concepts about print

and “thinks out loud” as he

writes in front of the child (top

left starting place, moving left

to right, leaving a space

between words, return sweep,

top to bottom, punctuation

mark).

• interacts with children during

shared writing to determine

where to start writing, moving

left to right, leaving a space

between words, return sweep,

and top to bottom.

• scaffolds directionality by

placing a sticker at the child’s

starting place.

Child notices

print and realizes

that print is what

is read rather

than the picture.

IV.C.5.

Child begins to

experiment with

punctuation

when writing.

The child:

• notices periods in shared

writing and in shared

reading.

• writes and puts a period at

the end of the entire piece.

• writes and puts periods

after each word or in

sporadic places.

The teacher:

• points out punctuation marks

during shared reading.

• pauses when writing for or with

children and prompts for

punctuation.

• uses a red marker or crayon

during shared/interactive

writing to stress that a period

means STOP.

85

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• notices exclamation points

and/or question marks in

shared writing or during

shared reading.

The teacher:

• prompts children to put

punctuation in their writing,

such as “Are you finished?

What mark should you put at

the end?

86

V.

MATHEMATICS DOMAIN

P

rekindergarten children’s mathematical understandings are built on informal knowledge about quantity that

they develop even before any instruction. Young children know immediately if someone gets more cookies than

they do. They like telling their age, such as by holding up four fingers to tell an adult how old they are. Children

typically use quantity during play to know who scored a goal. Teachers can use this early interest in

communicating math‐related ideas to foster greater mathematical competencies in the prekindergarten

environment. Teachers can plan rich environments and offer sequenced opportunities for prekindergarten

children to explore math skills. A suggested sequence for teaching number knowledge would be the following: a)

subitizing (small‐

n

umber recognition), b) counting in a one

‐to‐o

ne fashion, c) determining which set is larger or

smaller, d) counting on, e) making close number comparisons, f) number

‐af

ter equals one more (Frye

et.al.,2013).

E

ffectively supporting early mathematical competencies requires the use of informal representations of math

concepts. Concrete representations such as counters, tally marks, fingers, or other concrete objects help

children create connections to math. As children gain comfort with concrete representations, they will begin to

use pictorial representations which prepares them for abstract representations.

• Concrete representation: the child counts to five to join a set of two objects and a set of three objects

• Pictorial representation: the child uses a sketch to represent the joining of a set of two objects and a set

of three objects

• Abstract representation: the child uses math symbols to represent the joining of two sets 2 + 3 = 5.

The core of any early education mathematics curriculum should focus on developing young children’s ability to

problem solve—developing their capacity to ask thoughtful questions, to recognize problems in their

environment, and to use mathematical reasoning with familiar materials in the classroom. Children require

repeated opportunities to hear and practice using math vocabulary. Teachers must recognize that early math

instruction is not limited to a specific period or time of day in prekindergarten. Instead it is a natural part of any

quality prekindergarten learning environment. Teachers enhance children’s mathematics learning when they ask

questions that provoke clarification, extension, and development of new understanding and vocabulary. For

example, as children build with blocks, their teacher can introduce such concepts as higher, lower, in front of,

behind, larger, and smaller. During an art project, such as putting buttons on an outline of a person, the teacher

might say the person needs five buttons on his shirt. One child may place two buttons and a second child places

one more button. The teacher might ask, “How many more buttons do we need on his shirt?” All children

should be allowed adequate wait time for responses.

A

ccumulated research evidence indicates that prekindergarten children are ready to receive instruction that

builds on a rich set of informal mathematical skills. Teachers should be sensitive to what is known about

individual learners' developmental status and skills. For example, some children may not be ready for oral

communication of some mathematical ideas due to delayed speech. Other children may show difficulties with

fine motor coordination skills needed to work effectively with manipulatives. Speech

‐d

elayed children may be

able to learn and express mathematical ideas in ways that reduce demands on oral vocabulary, such as by using

concrete materials. These outcomes are provided to help foster a quality mathematics curriculum for

prekindergarten children in Texas. The Texas Prekindergarten Guidelines are divided into these skill areas:

counting, math symbols, adding and taking away, geometry, measurement, and classification and patterns.

E

LL children often will acquire math vocabulary in both the native language and in English. For this reason, it

may be beneficial for children who are learning English to learn new concepts and vocabulary in their home

language, when possible, with math practice conducted in both the children’s native language and English.

87

Adequate wait time and accommodation for responses is particularly important for children who are receiving

math instruction in a language other than their native language.

V. MATHEMATICS DOMAIN

A. Counting Skills

Prekindergarten-aged children show basic counting readiness and counting by using nonverbal and verbal

means.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child identifies

objects.

V.A.1.

Child knows that

objects, or parts

of an object, can

be counted.

The child:

• places objects to be counted in a

row and begins counting.

• says that the number of polka

dots in a picture can be counted.

The teacher:

• models objects that can be

counted, such as items

inside or outside in nature.

• uses puppet narrative to

explain when items should

be counted, such as in The

Three Little Pigs, saying,

“Let’s count the pigs.”

• models when to count to

determine if there are

enough materials for an

activity.

Child recites

number words

in order up to

10.

V.A.2.

Child uses words

to rote count

from 1 to 30.

The child:

• recites number words in order up

to 30.

• recites number words in order by

starting from a number other than

“1”.

The teacher:

• models counting out loud

by starting with the number

1.

• models counting out loud

by starting with a number

other than 1.

• incorporates counting into

everyday activities, such as

counting songs and physical

activities.

Child counts up

to 4 objects

with one count

per item.

V.A.3.

Child counts 1–

10 items, with

one count per

item.

The child:

• moves, touches, and/or points to

each object while counting, using

one to one correspondence (one

count per item).

• knows that each finger represents

one count (such as 2 fingers

represent two counts and 3

fingers represent three counts).

The teacher:

• provides a variety of objects

that can be used for

counting.

• questions child’s

understanding of quantity by

asking, “How many do you

have?”

• uses a puppet to model

correct counting of

individual objects.

88

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child identifies

items that can

be counted.

V.A.4.

Child

demonstrates

that the order of

the counting

sequence is

always the same,

regardless of

what is counted.

The child:

• demonstrates the counting

sequence when counting does not

change (When counting a set of 3

bears, counts 1,2,3. . . ; then when

counting 3 monkeys, counts 1,2,3.

. .).

• counts leaves on the ground,

number of grapes on a tray, or

number of children in library

center.

• demonstrates counting sequence

using puppets.

• sings a counting song without

support, for example, “1 little, 2

little, 3 little children.”

The teacher:

• provides a variety of objects

(cubes, bears, shapes, etc.)

and teaches that the

counting sequence remains

the same.

• uses puppets to

demonstrate that counting

always proceeds in the same

sequence.

• p

rovides tools to help child

organize number sets such

as egg cartons cut to hold a

specific number of eggs (a 4

‐

e

gg carton holding 4 plastic

eggs).

• models counting songs

throughout the day.

Child counts up

to 4 items, and

demonstrates

understanding

that the last

count indicates

how many

items were

counted.

V.A.5.

Child counts up

to 10 items and

demonstrates

that the last

count indicates

how many items

were counted.

The child:

• counts 8 plastic cows and says, “I

have 8 cows.”

• counts the number of children in

a center and says, “Three of my

friends are here.”

• counts the number of balls on the

playground.

• counts children eating apples

during snack.

• counts fingers and says, “I have 5

fingers.”

The teacher:

• questions children while

they count (asks, “Ian, how

many do you have now?” or

“How many apples are

there?”).

• uses a puppet to model

counting children in a small

group.

• asks children to repeat and

emphasize the last number

said when counting.

• plays games in which

children demonstrate that

the last count indicates the

number in the game.

• provides opportunities for

children to count and state

the last number.

89

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child begins to

understand

that items can

be counted.

V.A.6.

Child

demonstrates

understanding

that when

counting, the

items can be

chosen in any

order.

The child:

• counts 2–10 objects in different

orders (such as left to right, right

to left, top to bottom, and bottom

to top).

• counts objects that were placed in

a container and dumped to form a

set of randomly placed items on

the table.

• counts the same pile of items on a

table in more than one order.

The teacher:

• models counting of objects

in different orders by using a

puppet (puppet starts

counting from right to left

then counts left to right,

etc.).

• encourages children to

count objects (such as bears

or buttons) in different

arrangements (vertically,

horizontally, straight).

• provides opportunities to

play games such as bean bag

toss, popcorn, etc. during

which tossed objects are to

be counted.

• models counting strategies

(moving the object after it is

counted, placing objects in

several rows, etc.) to show

that items can be counted in

different order.

• shows children that a

collection of objects can be

lined up in a row and then

counted.

Child

demonstrates

proper use of

the word

“first.”

V.A.7.

Child uses the

verbal ordinal

terms.

The child:

• uses ordinal numbers (first,

second, third, fourth, fifth) to

count objects.

• tells a friend, “You’re first in line.

I’m second. John is fourth.”

• identifies in games who was in

first place, second place, etc.

• uses ordinal numbers to describe

the order of what happened in a

short story, including the “next”

and “last” event in the story.

• uses ordinal terms to describe

sequence of daily activities

(describes daily schedule).

• points to card when asked,

“Which card is fourth?” “Which

card is fifth?”

The teacher:

• demonstrates and uses the

verbal ordinal terms using

varied contexts, such as

games, standing in line, etc.

• emphasizes who is first

place, etc., in a game.

• reads stories to children that

provide a clear sequence of

events (such as The Three

Bears), using questions to

engage the children in

summarizing the story

(“What happened first?”

“What happened second?”).

• models opportunities to use

ordinal terms throughout

the day such as lining up and

sitting at the lunch table.

90

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child verbally

identifies

without

counting the

number of

objects from 1

to 3.

V.A.8.

Child verbally

identifies,

without

counting, the

number of

objects from 1 to

5.

The child:

• looks at a set of 1–5 objects and

quickly says the number of

objects without counting (looks at

3 red cubes on the table and says

three without counting).

• looks at two separate groups of

objects without counting and says

which group has more, less, or

equal numbers.

• uses the words “equal,” “more.”

“less,” or “fewer” to describe sets

of up to 5 objects.

• says the number of dots on one

side of a domino when shown

quickly.

• looks at a page in a story and says

the number of dots, animals, or

objects on the page.

• points to 4 blocks and says,

“There are 4 blocks” without

counting.

The teacher:

• provides games that involve

rapid responses to small sets

of objects, such as using

cards with 1–5 dots to play

“Go Fish.”

• shows, briefly, a set of cubes

and has the children say the

number represented.

• shows, briefly, half of a

domino and has the children

decide what number is

shown.

• provides opportunities to

compare sets of up to 5

objects.

• asks, “Which set has more?

Which set has less?” when

showing 2 sets of objects.

• provides a set of objects and

has the children make a set

with the same number, or 1

more or 1 less.

• provides 2 groups of cubes

and asks, “How many cubes

are in each group?” Then,

“Do these have the same

number in each set?”

Child

recognizes

one‐digit

numerals 1–4.

V.A.9.

Child recognizes

one‐digit

numerals, 0–9.

The child:

• says the number name for

numerals from 0 to 9 that are

written on paper, cards, game

pieces.

• hop scotches the number of times

indicated by a written numeral.

• separates cards that have printed

numerals from other cards with

printed letters.

• plays games to find “hidden”

numerals in the classroom, such

as “I Spy.”

The teacher:

• tells children the difference

between letters and

numerals.

• provides opportunities to

play games that use numeral

cards, numbered pieces, or

dice with numerals 0–9.

• engages children in looking

through print items to locate

numerals 0–9.

91

V. MATHEMATICS DOMAIN

B. Adding To/Taking Away Skills

Prekindergarten children use informal and formal strategies to make a collection larger or smaller. This includes

teacher showing (modeling) children a mathematical behavior and asking the children to do the same.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child understands

that adding one or

more concrete

objects to a set will

increase the

number of objects

in the set.

V.B.1.

Child uses

concrete objects,

creates pictorial

models and

shares a verbal

word problem

for adding up to

5 objects.

The child:

• creates verbal word

problems (tells a story)

involving adding.

• uses a five frame to

organize work.

• shows 1 finger, then adds

3 more, and adds 1 more

to create a set of 5.

• shows joining (adds) 1

more cube to a set (up to

5).

• plays number games like

“Chutes and Ladders.”

• says how they used

adding one more object to

solve a problem.

• shows joining/adds up to

5 with two and three sets

(addends).

• counts all objects from the

sets that are being joined.

(such as having a set of

two cubes and three

cubes and counting the

cubes starting with 1,

then, 2, 3, 4, 5 to count all

cubes.

• counts on from a larger

set from the sets that are

being joined (such as

having a set of two cubes

and three cubes and

counting the cubes

starting with 3, then 4, 5,

and counting on).

The teacher:

• models word problems such as,

“There is 1 bear in a cave. Then 2

more bears walk in the cave. If 1

more bear walks into the cave

after them, how many bears are in

the cave altogether?”

• uses fingers to show children how

to put together an addition

problem (holds up 2 fingers, adds

1 more finger to show 3,and then

adds 1 more finger to show 4).

• sets up a row of objects and asks

child to devise a story using the

objects.

• m

odels addition using a set of

objects (such as using counters to

put together a 2 set addition

problem

‐ s

howing 2 counters and

adding 1 more counter to show 3).

• exten

ds to the use of joining three

sets (such as using 2 fingers, then

adding 1 finger, and 2 more fingers

to show a set of 5)

• plays board games with children

during center time.

• models and demonstrates the use

of a five frame to organize their

work.

• incorporates number games and

finger plays that show addition.

92

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Child understands

that taking away

one or more

objects from a set

will decrease the

number of objects

in the set.

V.B.2.

Child uses

concrete models

or makes a

verbal word

problem for

subtracting 0–5

objects from a

set.

The child:

• creates verbal word

problems involving

subtraction.

• separates the parts of a

number, for example:

starts with 4 fingers, then

takes away 1 finger to

show 3 are left, and then

takes away 2 fingers to

show 1 is left.

• removes objects from a

set and says what is left.

• says how they used

subtraction to take away

from a set of objects.

• uses a five frame to

organize her work.

The teacher:

• models simple word problems, such

as “If I have 4 cars and I take 2 away,

how many will I have left? “And if I

take away 1 more car, how many

will I have left?”

• uses fingers to show children how to

take away for a subtraction problem

(holds up 3 fingers and then takes

away 1 to show 2 are left and then

takes away 1 more finger to show 1

is left).

• models subtraction using a set of

counters (teacher shows 4 counters

and takes away 2 to show 2 are left

and then takes away 1 more to show

1 is left).

• models and demonstrates the use of

a five frame to organize work.

• incorporates number games and

finger plays that show taking away.

Child identifies two

groups of objects

placed side‐by‐side

as being equal or

non‐equal.

V.B.3.

Child uses

informal

strategies to

separate up to 10

items into equal

groups.

The child:

• uses informal strategies to

produce divvy

‐u

p fair‐

s

haring opportunities

(takes away 1 item at a

time to distribute equally

among 2 friends).

• t

rades several small items

or sets for a larger one (4

small Tootsie Rolls that

appear equal to 1 long

Tootsie Roll).

• demonstrates sharing up

to 10 items with a friend.

• u

ses language associated

with fair‐

sharing/separating into

equal amounts: “one for

me,” “one for you.”

• ac

ts out literature that

shows sharing items.

• uses a ten frame to

organize work.

The teacher:

• demonstrates fair sharing between 2

children by dividing 1 long Tootsie

Roll into smaller pieces.

• models and observes children using

fair share strategy (the child is given

a set of objects and is told to share.

The child divides the set saying, “one

for you, one for me” in order to fair

share.).

• uses literature that includes stories

about children sharing items.

• has a child “helper” provide each

child in the class a certain number of

buttons, such as for a class art

project.

• encourages children to share items

when shown a set of objects.

• encourages children to share a set

of hidden objects covered with a

piece of paper. The child then takes

the objects one at a time and shares

them with a friend.

• demonstrates how to divide into

equal parts by taking a container of

popcorn and dividing the popcorn

into smaller containers.

93

V. MATHEMATICS DOMAIN

C. Geometry and Spatial Sense Skills

Prekindergarten children recognize, describe, and name attributes of shapes.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child recognizes

common

shapes.

V.C.1.

Child names

common

shapes.

The child:

• identifies shapes using her sense

of touch when blindfolded (“This

shape has 4 sides. It’s a square.”).

• identifies common shapes, such as

circle, square, rectangle, and

triangle.

• knows the number of sides and

corners for shapes, such as square,

rectangle, triangle.

• describes attributes of shapes

using his own language.

• uses mathematical vocabulary to

describe shape pictures (“This

triangle has 3 sides and 3

corners.”).

• identifies common solids

informally as balls, boxes, cans,

and cones, then possibly using

more formal language, sphere,

cubes, cones.

The teacher:

• teaches names of common

shapes (circle, square, triangle,

rectangle) when showing

pictures or in the classroom

environment.

• uses hiding games or scavenger

hunts for children to locate

shapes.

• uses common objects to model

shapes, such as paper plates,

placemats, clocks, etc., in

dramatic play center.

• provides opportunities for

children to identify shapes

both among various shapes on

a table, and identified in real

life settings (playground, etc.).

• encourages children to use the

attributes of shapes to

describe artwork (“My car has

a door with 4 sides.”).

Child

manipulates

shapes using

fine and gross

motor skills.

V.C.2.

Child creates

shapes.

The child:

• puts together shapes to make real‐

world objects and other shapes

(using a square and a triangle to

make a house).

• b

reaks apart shapes to make real

‐

w

orld objects and other shapes

(cutting a house picture into a

triangle and a square).

• c

reates new shapes by putting

together 2 or more shapes to

make a new shape (2 triangles

together make a square).

• uses mathematical vocabulary to

describe shapes pictures (“This

house has 4 sides and 4 corners.”).

• puts together or breaks apart

solids to make real world objects

and other solids (a sphere and a

cone make an ice cream cone).

The teacher:

• provides shapes (manipulatives

or construction paper) that

children can combine (a

triangle and a square make a

house).

• provides materials to make

shapes such as play dough and

toothpicks.

• models a variety of solids to

manipulate (play dough and

toothpicks, using the play

dough to identify the corners

and the toothpicks to identify

the sides).

• models appropriate language

to describe shapes (“This

square has 4 sides and 4

corners.”).

94

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• creates shapes by using puzzle

pieces.

The teacher:

• encourages children to use

appropriate mathematical

language to describe shapes.

• provides a variety of solids to

manipulate.

• takes children outside to

identify solids in nature (seeds

as spheres).

Child begins to

use language to

describe

location of

objects.

V.C.3.

Child

demonstrates

use of location

words (such as

“over,” “under,”

“above,” “on,”

“beside,” “next

to,” “between,”

“in front of,”

“near,” “far,”

etc.).

The child:

• uses “near” and “far” to describe

play on the playground and in

the classroom.

• follows directions (places a

stuffed animal “on,” “around,” or

“under” a chair).

• follows directions when playing

games like “Follow the Leader.”

• tells a friend where to find the

writing paper in the writing

center (“The paper is in front of

the markers.”).

• acts out stories, poems, and

nursery rhymes using positional

words.

The teacher:

• models positional words

using a puppet (puppet places

a small object on a child’s

knee).

• sings songs about positional

words (“Hokey Pokey”).

• provides games and/or

activities that involve placing

objects in certain locations (a

chair and a teddy bear).

• plays games like “Follow the

Leader” with the children.

• encourages children to use

positional words to describe

where things are in the

classroom.

• reads stories and identifies

positions of characters and

objects.

Child moves

objects during

informal play.

V.C.4.

Child slides,

flips, and turns

shapes to

demonstrate

that the shapes

remain the

same.

The child:

• recognizes that a shape stays the

same across various orientations

(sliding, flipping or turning a

geoblock shape on a table).

• slides a triangle from one place

to another and says that the

triangle is the same (“Look, my

triangle is the same here and

here.”)

• turns over a shape (flips) to show

that it is the same (turns over a

square and says, “This is a still a

square.”).

• turns a triangle geoblock

clockwise or counterclockwise

and says that the triangle is the

same shape.

The teacher:

• models sliding, flipping, and

rotating to show that the

shape remains the same.

• engages children to make

shapes with hands or legs (2

children sit down and join

feet to make a square on the

floor).

• engages children in games

that involve moving shapes

(children move their own

shape game piece around a

game board).

95

V. MATHEMATICS DOMAIN

D. Measurement Skills

Prekindergarten children verbally describe or demonstrate attributes of persons or objects, such as length, area,

capacity, or weight.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child understands

that lengths of

objects can vary

and be compared.

V.D.1.

Child recognizes

and compares

heights or

lengths of people

or objects.

The child:

• tells who is taller when

comparing the height of 2 or

more friends.

• places 2–10 objects from

shortest to tallest or tallest to

shortest on the table.

• uses measurement words that

can describe height (“taller,”

“shorter,” “longer,” “smaller”).

• draws 2–10 objects or people

of varying heights or lengths

(draws her family and has a

taller person as Mom and a

shorter figure as herself).

• uses building blocks to show

that 1 long block can be made

up of 2 or more smaller blocks.

The teacher:

• compares the height of

children by measuring each

child on a height chart in the

classroom.

• uses measurement vocabulary

for height (“Children, who is

taller, Bob or Susie?”).

• encourages children to draw

objects and people varying in

height or length (“Today, boys

and girls in the art center,

paint a picture of your

family.”).

• models that 1 long block can

be made up of 2 or more

smaller blocks.

• uses non‐standard units of

measure including everyday

objects to measure length

(links, paperclips, inch worms,

etc.).

Child begins to

recognize how

much can be

placed within an

object.

V.D.2.

Child recognizes

how much can be

placed within an

object.

The child:

• compares the amount of space

occupied by objects (places a

small block on top of a longer

block to determine which

occupies more space).

• demonstrates capacity using

sand and water (at the sand

and water table fills containers

with sand or water).

• compares capacity of

containers by size (fills 2 or

more different sized

containers—cup, quart, etc. —

places them from the largest

to the smallest or the smallest

to the largest).

The teacher:

• asks children to place smaller

cups into larger ones.

• encourages children to

predict how many buckets of

water are needed to fill the

fish tank.

• guides and questions children

using sand and water to

determine which containers

hold more or less (“Which of

these holds the most sand?”

“Which of these holds the

least sand?” “How do you

know?” “Show me how you

can compare these two

containers to see how much

they hold?”).

96

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• arranges tea cups in the

dramatic play center from

smallest to largest or largest to

smallest.

Child understands

that weights of

objects can vary

and be compared.

V.D.3.

Child informally

recognizes and

compares

weights of

objects or

people.

The child:

• uses a rocker balance or see‐

s

aw scale to determine heavy

and light objects or objects of

equal weight.

• u

ses hands to compare

weight of objects (holds

pumpkins of various sizes and

says which is heavier or

lighter).

• describes which weighs more

using mathematical terms

(heavy, light, more than,

etc.).

• compares weight of self with

weight of other objects, such

as dolls, stuffed animals, etc.

(“I am heavier than my

doll.”).

The teacher:

• models using a balance scale

to compare items (places 2

bears in 1 bucket and a

handful of cotton balls, asks

“Which weighs more?” and

records the children’s

answers.).

• provides children objects of

differing weights to compare

and asks, “Which weighs

less?” “Which weighs more?”

and records answers on

charts.

• models using comparison

words like heavier, lighter,

more than, etc.

• encourages children to

explain which items are

heavier or lighter (“Which is

lighter, this feather or your

toy car?” “How do you

know?”).

Child shows

awareness of the

passage of time.

V.D.4.

Child uses

language to

describe

concepts

associated with

the passing of

time.

The child:

• describes the daily schedule

by telling what happens next

in the day.

• talks with friends about what

happened yesterday, what is

happening today, and what

might happen tomorrow.

• associates time language to

describe events of the day

(“in the morning,” “after

snack,” “tomorrow,” and

“yesterday”).

• uses the terms “faster and

slower” to describe time or

motion.

The teacher:

• engages children in “daily

news” dialogue and records

today’s, tomorrow’s, or

yesterday’s events.

• discusses daily schedule

using terms like “before

lunch we will. . . ”; “after

recess today we will have a

visitor,” etc.

• encourages children to make

a class book about

experiences that happened in

the past.

• encourages play that

demonstrates faster and

slower, such as races at

recess.

97

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• engages children in activities

that can be used to directly

compare how long events

occur (“How long does it take

to listen to a song on a CD?”

“How long does it take to eat

my snack?”).

V. MATHEMATICS DOMAIN

E. Classification and Patterns Skills

Prekindergarten children sort and classify objects using one or more attributes. They begin to use attributes of

objects to duplicate and create patterns (typically referred to as algebraic thinking such as described in NCTM

focal points.) With formal instruction, they will participate in creating and using real/pictorial graphs.

By around 48

Months of Age

End of

Prekindergarten Year

Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child sorts objects

that are the same

and different.

V.E.1.

Child sorts objects

that are the same and

different into groups

and uses language to

describe how the

groups are similar and

different.

The child:

• puts all the cars in a box

and all the trucks in a

different box and says

why.

• organizes objects with a

common attribute (all

the tigers in a pile and all

the giraffes in another

pile and says why).

• organizes blocks in the

construction center

according to shape and

size and explains same

and different.

• sorts a variety of objects

(fruits and vegetables,

vehicles, animals, etc.)

and tells why.

• sorts objects into groups

and explains bases of

grouping.

The teacher:

• models and discusses

attributes of objects (size,

colors, types, etc.).

• asks child to sort a variety

of materials for

classification (bears, shapes,

buttons, vehicles, toys, etc.)

and records their

classification decisions.

• models sorting and labeling

groups of materials (sorts

and labels the red and blue

fruits).

• prompts children to

describe why materials are

sorted into specific groups

(“Why did you put all these

together?” “Why did you

put these here?” “How are

these the same or

different?”).

98

By around 48

Months of Age

End of

Prekindergarten Year

Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The teacher:

• asks children to describe

why materials are sorted

into groups (“Why did you

put all these together?”

“Why did you put these

here?” “How are these the

same or different?”).

• uses cleanup activities to

sort where center items are

to be placed.

Child recognizes

that data can be

organized into a

graphic

representation.

V.E.2.

Child collects data

and organizes it in a

graphic

representation.

The child:

• places concrete objects or

picture representations

on a floor graph (uses an

apple or orange to show

his favorite fruit).

• answers question of the

week (“Do you have a

cat?”) and places a check

on the yes or no graph.

• c

ompares data on graphs

or charts (e.g., talks about

the class‐made graph

showing how children get

to school—walk, car, bus,

vans— “Look Juan walks

to school. See his name is

here.”).

• uses mathematical

language to describe data

(more, less, same, longer,

shorter, etc.).

The teacher:

• models and discusses the

information collected (“Who

wore the same shoes to

school today?”).

• encourages comparing;

records information (records

child saying, “Our class eats

more fruits than vegetables!”

etc.).

• models and discusses the

information collected on

charts and graphs (“Which

flavor of ice cream do most

of you like?”).

• models the use of tally marks

to record data.

• models the creation of a real‐

o

bject or picture graph.

Child begins to

recognize

patterns.

V.E.3.

Child recognizes and

creates patterns.

The child:

• identifies repeating

patterns in nature.

• recognizes and creates

patterns in clothing,

carpeting, or other

patterns in the classroom

(polka dots, squares on

carpet).

• contributes pictures for

the pattern class book

(cuts out pictures for the

pattern class book).

The teacher:

• creates pattern sounds and

physical movement for the

children to imitate (clap,

stomp, clap, stomp. . . ).

• uses beads and/or other

objects to demonstrate

patterns and asks children to

describe the pattern.

• models and allows children

to create repeated patterns

with the children

(interlocking cubes make

A,B,A,B and AA,BB,AA,BB and

ABC,ABC patterns).

99

By around 48

Months of Age

End of

Prekindergarten Year

Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• uses different materials

(buttons, beads, color

cubes) to create pattern

necklaces (2 buttons, 2

beads, 2 buttons, 2

beads).

• recognizes repeating

patterns in a predictable

book and says the next

line before turning the

page.

• creates a repeated

pattern using different

color blocks.

The teacher:

• reads literature to children

that contains obvious

repetitive patterns.

• asks children to describe a

pattern using manipulatives

(a tower made of alternating

yellow and red cubes can be

presented with questions to

prompt children to describe

the repeating color pattern.)

100

VI.

SCIENCE DOMAIN

Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable

explanations and predictions of natural phenomena, as well as the knowledge generated through this process."

Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary

boundaries and include patterns, cycles, systems, models, and change and constancy.

T

he study of elementary science includes planning and safely implementing classroom and outdoor

investigations using scientific processes, including inquiry methods, analyzing information, making informed

decisions, and using tools to collect and record information, while addressing the major concepts and

vocabulary, in the context of physical, earth, and life sciences. Districts and organizations are encouraged to

facilitate inquiry

‐b

ased instruction for at least 80% of instructional time allotted for science instruction.

I

n prekindergarten, children observe and describe the natural world using their five senses. Children do science

as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Children

develop vocabulary through their experiences investigating properties of common objects, earth materials, and

organisms.

A central theme throughout the study of scientific investigation and reasoning; matter and energy; force,

motion, and energy; Earth and space; and organisms and environment is active engagement in asking questions,

communicating ideas, and exploring with scientific tools. Scientific investigation and reasoning involves

practicing safe procedures, asking questions about the natural world, and seeking answers to those questions

through simple observations and descriptive investigations.

Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture.

The importance of light, heat, and sound energy is identified as it relates to the children's everyday life. The

location and motion of objects are explored.

Weather is recorded and discussed on a daily basis so s may begin to recognize patterns in the weather. Other

patterns are observed in the appearance of objects in the sky.

In life science, children recognize the interdependence of organisms in the natural world. They understand that

all organisms have basic needs that can be satisfied through interactions with living and nonliving things.

Children will investigate the life cycle of plants and identify likenesses between parents and offspring.

Science content is closely integrated to math and literacy goals but adds the aspect of helping the child learn

about the natural world. The prekindergarten child experiences first hand many ideas of life science, physical

science, earth science and chemistry best offered in discovery and exploration opportunities. Enriched play

environments support an understanding for the scientific process: observe, question, investigate, collect data,

and draw conclusions.

101

VI. SCIENCE DOMAIN

A. Physical Science Skills

Prekindergarten children learn to explore properties of materials, positions, and motion of objects through

investigations which allow them to notice the attributes of each of these. These explorations using the senses

continue as children use attributes to classify and sort objects, make observations and predictions, problem-

solve, compare, and question. Children learn about sources of energy by investigating and discussing light, heat,

electricity, and magnetism. This builds early understanding of life science, physical science, earth science and

chemistry. Processes such as observing and recording data, posing questions, predicting, investigating and

drawing conclusions can provide experiences to support literacy, math, and sciences.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VI.A.1.

Child observes,

investigates

describes, and

discusses

properties and

characteristics of

common objects.

The child:

• uses the senses to explore and

sensory language to describe

properties of natural and human

‐

m

ade materials (wood, cotton, fur,

wool, stone, leather, plastic,

Styrofoam, paper) to learn their

characteristics and capabilities.

• exa

mines and describes the texture

of materials (salt, flour, and sugar

during cooking projects; roller,

sponges, and feathers when painting

using various tools; surfaces of foil,

freezer paper, and sandpaper).

• sorts, groups, or classifies objects in

meaningful ways based on one or

more properties (hard/soft or

heavy/light; materials that are made

of – wood, plastic, rock).

• predicts whether materials will sink

or float; investigates the hypothesis

and draws conclusions based on prior

experiences.

• describes and compares the effects

magnets have on other objects

(attracted to some things but not to

others).

The teacher:

• models describing a variety of materials

using properties to discuss similarities

and differences

• asks children to describe a variety of

natural and human made materials

using their sense of sight, touch, taste,

smell, sound.

• engages children in comparing and

exploring how objects or materials

respond when they come in contact

with other things, such as being placed

in water, set on an incline, or dropped

on a table.

• prompts children to observe and

describe changes in nature (ice melting

on a windowsill, water freezing in the

freezer, steam rising from a kettle).

• initiates many first hand experiences

such as using garden tools, kitchen

utensils, carpentry tools.

• provides a variety of materials for

making sounds.

102

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VI.A.2.

Child observes,

investigates

describes and

discusses position

and motion of

objects.

The child:

• observes, measures, describes, and

demonstrates the various ways objects

can move (straight, zigzag, round and

round, fast, slow).

• Investigates, predicts, and states

conclusions after moving a variety of

toy vehicles on different surfaces.

The teacher:

• encourages children to explore motion

both inside and outside of the

classroom (cars on ramps, wagons to

be pushed or pulled).

• plays games that use motion and/or

sound (“Follow the Leader”).

VI.A.3.

Child uses simple

measuring devices

to learn about

objects.

The child:

• investigates and discusses the mass of

a variety of items (rocks, feathers,

metal chain, etc.) using a balance or

scale; categorizes weight of objects

(heavy/light) and length of objects

(long/short).

• m

easures volume of water, sand, etc.

using non

‐s

tandard measures (4 cups

to fill 1 small bucket).

• m

easures length using non

‐s

tandard

units.

• observes and describes temperature of

materials, including outdoor air

temperature (colder/warmer/hotter).

The teacher:

• models and discusses the mass of a

variety of materials using a scale or

balance.

• models and records findings when

making mass comparisons.

• provides opportunities and a variety of

materials to explore weight, length,

and volume.

• uses a simple chart to record and

compare scientific data such as

weather, height, weight, volume,

temperature, and amounts.

VI.A.4.

Child observes

investigates

describes and

discusses sources

of energy including

light, heat, and

electricity.

The child:

• describes sources of heat and light

(sun, wind, water as energy sources)

and the safety issues associated with

these.

• identifies toys that need batteries

and equipment in the home that

needs electricity to function.

The teacher:

• models appropriate vocabulary for

sources of energy such as “on/off” for

light (electricity).

• discusses and models safety issues

associated with heat and electricity.

• models and discusses how to

investigate the children’s predictions.

103

VI. SCIENCE DOMAIN

B. Life Sciences Skills

Prekindergarten children are naturally curious about the characteristics of organisms. Children understand

differences in living and non-living things.

End of Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VI.B.1.

Child observes,

investigates, describes

and discusses the

characteristics of

organisms.

The child:

• describes color, size, and shape of

organisms.

• describes animals’ needs for food,

water, air, and shelter or plants’ needs

for water, nutrients, air, and light.

• compares differences and similarities of

animals (fish live in water, dogs and

cats have fur, all birds have feathers).

• uses the tools of science (hand lens and

measurement tools) to observe and

discuss plants and animals.

The teacher:

• models and provides opportunities

(comparing flowers, insects, and

animals) and tools (hand lens) for

children to make comparisons of living

characteristics and non

‐liv

ing

characteristics.

• d

iscusses and provides organisms for

observations of animal habitats,

movements, and characteristics (ants,

pill bugs, earthworms, mealworms, and

caterpillars).

VI.B.2.

Child describes life

cycles of organisms.

The child:

• plants seeds, then observes, discusses,

and records plant growth.

• observes, records, and discusses the

stage of the life cycle of an organism

such as a baby, dog, cat, and chicken.

• observes and discusses human growth

(growth charts at the beginning of the

year and again at the end of year).

• matches baby animals to parent

animals using correct terms and

vocabulary.

The teacher:

• models and provides opportunities for

children to plan investigations of life

cycles (plans a classroom or playground

garden for observing seeds growing).

• models and provides opportunities to

record observation findings when

observing life cycles.

• provides discussion opportunities to

compare life cycles such as insects,

pets, and humans.

• provides opportunities and discussions

for children to observe human growth

(children bring in baby pictures and

compare what they look like now to the

pictures).

104

End of Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VI.B.3.

Child observes,

investigates, describes

and discusses the

relationship of

organisms to their

environments.

The child:

• describes characteristics and

differences between living and non

‐

liv

ing.

• discusses how animals and humans

depend on plants and other organisms

such as birds eat seeds, cows eat grass,

humans eat vegetables and meat.

• observes, discusses, and records living

organism (spiders, insects, worms,

snails, birds) in their natural

environments to learn about their

habits.

• observes, discusses, and records

seasonal changes in the neighborhood

trees and organisms (watches for birds

in the spring as they collect nesting

materials).

• discusses how seasons affect daily life

(clothes worn or activities played).

• describes and explains animal

behaviors (a bird building a nest).

The teacher:

• models and assists children with

creating schedules for the care of live

animals/plants (discusses in small

groups what you might need to have

fish or a rabbit in the classroom).

• provides a habitat for children to

observe, discuss, and record creatures

in their natural environment (fish in an

aquarium, a worm or butterfly house

indoors, ant farm, terrarium for

snails/hermit crab, a bird or butterfly

garden outdoors).

• provides outdoor experiences for

observing, exploring, and discussing

animals in their natural habitats (a bird

nest in a bush, butterfly garden, a

rotting log, or a pond).

• initiates many first hand experiences

such as seeing popcorn pop, planting

seeds, collecting leaves, making ice, and

counting seeds from fruits, vegetables,

nuts and grains.

• uses informational books to help

children develop questions about the

organisms and the natural

environments.

VI. SCIENCE DOMAIN

C. Earth and Space Science Skills

Prekindergarten children are enthusiastic learners about earth and space. They are discovering their place in the

world and how to impact their environment with positive actions.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VI.C.1.

Child observes,

investigates,

describes and

discusses earth

materials, and their

properties and

uses.

The child:

• observes, discusses, and compares earth

materials (rocks, soil, and sand) using hand

lenses, sieves, water, and balances.

• identifies the importance of soil, sunlight,

air, temperature, and water to plant growth.

• discusses and explains ways earth materials

are used for building houses, road

construction, and decorative purposes (the

uses of rocks).

The teacher:

• engages children in examining, comparing,

and discussing rocks, soil, water, and sand

using tools such as hand lenses, sieves, and

balances.

• provides outdoor experiences for children to

observe, explore, and discuss how rocks and

other natural materials are used by humans

such as soil in flower beds, rocks for

construction.

105

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

The teacher:

• assists children in building collections from

earth materials.

VI.C.2.

Child identifies,

observes, and

discusses objects in

the sky.

The child:

• observes and discusses characteristics of

clouds and makes representations such as

finger painting the clouds in the sky.

• asks questions and/or makes comments

about the sun, stars, and moon.

• investigates what happens to things

exposed to the sun (children get warmer;

colors are created when a prism hangs in a

window).

The teacher:

• engages in discussions about observing

various objects in the sky (clouds and their

shapes, the position of the sun during

recess time).

• discusses the night sky and compares the

objects with the day sky.

• shares books with examples of night sky

and space.

• compares and contrasts what children see

in the sky at night and during the day.

VI.C.3.

Child observes and

describes what

happens during

changes in the

earth and sky.

The child:

• observes and describes how different

items (rock, metal) respond to the warmth

of the sun outside on a sunny day or a

cold/cloudy day.

• explains what happens after a weather

event (erosion after a rain storm,

movements of leaves after a wind storm).

• observes, records, and predicts daily

weather changes (weather charts).

• investigates with objects to observe what

happens during a windy day (flying a kite).

• observes shadows and describes the

relationship between the shadow and a

light source (sun, flashlight, lamp).

• investigates and draws conclusions about

shadows.

•

observes seasonal changes.

The teacher:

• discusses weather and changes in the

seasons; includes discussions about what to

wear when the weather changes (rain,

sleet, snow, sun, seasonal changes).

• provides opportunities for observations

and discussions following a weather event.

• engages children in investigating with

objects during a windy day (flying a kite).

• asks questions to predict what happens

when things are exposed to the sun or wind

or rain.

• provides opportunities and materials to

observe and discuss what makes a shadow

and why such as inside with a flashlight or

outside with the sun.

V1.C.4

Child demonstrates

the importance of

caring for our

environment and

our planet.

The child:

• discusses “green” practices (water

conservation, clean air, recycling, etc.)

• engages in conservation or recycling

projects (not using as many paper towels,

using both sides of the paper).

• goes on a “trash hunt” to clean the school

yard.

The teacher:

• engages in discussions about water

conservation during routines such as hand

washing, teeth brushing, etc.

• discusses the school’s or community’s

recycling program and encourages families

to practice recycling.

• plans participation in service projects

related to caring for the natural

environment.

106

VII. SOCIAL STUDIES DOMAIN

S

ocial studies is integral to young children’s lives and is naturally engaging in the classroom. Driven by a desire to

know and achieve mastery over self, family and their environment, children are eager to gain understanding of

the many aspects of their culture and community beginning with their family, then moving into the

environmental world. Through social studies, children begin to develop the self‐understanding that will serve as

a foundation for learning about others and the world. Although all aspects of education have the goal of

preparing children to become contributing members of society, social studies is particularly well suited to foster

the skills and attitudes necessary for citizenship in a democracy. Skills such as beginning economics, geography

awareness, problem

‐s

olving, decision

‐m

aking, and working independently as well as in teams in a classroom,

prepare children to become fully functioning members of society.

P

rekindergarten children come from a variety of cultural and linguistic settings; therefore, their understanding

of the world around them can be unique and very diverse. It is important to realize that children bring different

background knowledge to the classroom, and this will undoubtedly influence their understanding of some

concepts in the social studies domain. Therefore, it is important to incorporate and honor the child’s home,

community, and culture in their understanding and world view.

VII. SOCIAL STUDIES DOMAIN

A. People, Past and Present Skills

Prekindergarten children are aware of time and begin to organize their lives around it. Four-year-old children

learn to depend on events and routines that occur in a regular and predictable order. They begin to understand

past events and how these events relate to their cultural background as well as present and future activities,

demonstrating evidence of their growing understanding of time, change, culture, and continuity.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VII.A.1.

Child identifies

similarities and

differences

between himself,

classmates and

other children

inclusive of

specific

characteristics and

cultural influences.

The child:

• draws, paints, or colors a body outline

of herself and adds colors for clothing,

hair, and eyes that match her own.

• draws self and classmates and notices

differences and similarities between

them such as some are taller than

others.

• shares the understanding that people

speak different languages by

responding to the teacher while

making a graph about differences they

have observed (“How many speak

Korean?” “How many speak English?”

“How many speak Spanish?” “How

many speak two languages?”).

• identifies similarities among people

like herself and classmates as well as

among people from other cultures.

• respects people from other cultures.

The teacher:

• incorporates cultural and ethnic

activities and materials into the

curriculum on an everyday basis

through reading aloud or pretend play.

• uses photographs pictures, and

drawings to discuss how people are

alike and different.

• provides a culturally sensitive

classroom (asks families to list

celebrations they observe).

• invites families to share family

celebrations with the class.

• discusses family customs and

traditions.

• invites families and community

volunteers to class to demonstrate

and explain customs and traditions.

107

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

The child:

• explains and demonstrates family

customs and traditions.

The teacher:

• prepares the environment with

materials that reflect the cultures of

children in the classroom.

VII.A.2.

Child identifies

similarities and

differences in

characteristics of

families.

The child:

• describes self in terms of being a

member of a family including different

ages (baby, child, adult, elderly).

• during circle time, shares about her

family members.

The teacher:

• provides opportunities for play or

dress

‐u

p like mom, sister, dad, etc.

• e

ncourages children to bring photos of

their families and discusses with the

children how families are alike and

different by making a chart.

• encourages children’s families to visit

the classroom and share their

customs, music, and traditions.

VII.A.3.

Child connects

their life to events,

time, and routines.

The child:

• identifies common events and

routines such as snack time, story

time.

• categorizes time intervals using words

such as yesterday, today, tomorrow,

next time.

• connects past events to current events

such as linking yesterday’s activity

with what will happen today.

• d

iscusses important non

‐h

oliday

events such as field trips, classroom’s

daily schedules, moving day, fire drills,

and school concerts during circle

time.

• s

equences life events such as by

sharing pictures of himself as a baby

and then as a small child.

• connects life events to stages in her

own growth and development.

The teacher:

• discusses daily routines and events

with children (posting a daily picture

schedule).

• asks children to describe their day

using words like today, tomorrow, or

next time.

• provides opportunities for children

during morning message to link

yesterday’s activities with what is

happening today (“Look, boys and

girls, it’s cloudy today like yesterday.

What do you think the weather will be

like today?”).

• charts the child’s growth from baby to

school age.

• provides opportunities for children to

explore careers and identify what

they want to be when they grow up.

• shares pictures of herself at different

ages.

108

VII. SOCIAL STUDIES DOMAIN

B. Economic Skills

In prekindergarten, children learn about the world in their community. They explore the roles and relationships

of consumers and producers and become aware that people produce services as well as goods. Children learn

that their community benefits from many different people working in many different ways.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VII.B.1.

Child

demonstrates that

all people need

food, clothing, and

shelter.

The child:

• draws or creates different kinds of

shelter.

• talks and looks at books about

different kinds of food, shelter, and

clothing.

• participates in designing and building a

variety of homes and shelters.

• sorts and classifies clothes specific to

weather and seasons.

• prepares food for a family and dresses

dolls in the pretend play center.

The teacher:

• discusses and questions—“What types

of shelters do people live in?” ”What

does shelter provide to us?” recording

answers on chart paper.

• shows pictures and discusses foods

that originated from different cultures

and asks the children if they have

eaten these foods.

• reads a book during circle time about

clothing and discusses why we need

clothing.

• shares pictures of items that provide

safety and care for the family such as

car seats, seat belts, and smoke

detectors.

VII.B. 2.

Child

demonstrates

understanding of

what it means to

be a consumer.

The child:

• participates in activities using pretend

money and trades items such as

buying items found in the

store/restaurant in the pretend play

center.

• shares experiences with the other

children detailing shopping

experiences with his family such as

when his family participates in a

garage sale either buying or selling.

The teacher:

• provides appropriate materials (cash

register, receipt pad, plastic food

items, debit/credit card, hardware

goods, etc.) to create a business

• records shopping experiences on chart

paper and displays for the children to

interact with later (“You had enough

money to buy 2 apples, but not 3.”).

• explains and models other forms of

payment such as credit cards, debit

cards, and other technology.

• uses language such as consumer,

producer, borrower, and safety of

cards and money.

• models language about earning,

spending, saving, and borrowing

money such as “Be sure to save some

money for a rainy day or an

emergency.”

109

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VII.B.3.

Child discusses the

roles and

responsibilities of

family, school, and

community

helpers.

The child:

• identifies school helpers

(principal/director, secretary, nurse,

custodians, etc.) and explains how they

help the child or school.

• pretends to be different school helpers

during play.

• identifies community helpers (police

officers, firefighters, paramedics, bus

drivers, etc.).

• pretends to be different community

helpers during play.

• participates in the creation of class

books about school and community

helpers.

• shares jobs her family members do at

home and in the workplace during circle

time.

The teacher:

• invites school’s helpers to come in or

takes the class to visit them so the

helpers can tell the children about their

role in the school.

• displays and discusses college symbols

such as his or her college diploma or

logos.

• provides appropriate items for the

children to pretend to be school helpers

such as broom, mop, phone, note pads,

band aids, and cold pack.

• invites community helpers to come in or

takes the class to visit them so the

helpers can tell the children about their

role in the community and the training

and education needed to do the job.

• assists the children in creating class

books about school and community

helpers.

• prepares bulletin boards or displays

promoting college awareness and career

paths.

VII. SOCIAL STUDIES DOMAIN

C. Geography Skills

Prekindergarten children begin to think about geography using location and direction. Children use direction to

locate their relative position in space and to locate their home and school in their community.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

Vll.C.1.

Child identifies and

creates common

features in the

natural

environment.

The child:

• identifies common features in the home

and school environment (The library has

books. The playground has a swing.).

• creates simple representations of home,

school, or community (drawings or

block constructions).

• identifies common features of the local

landscape (houses, buildings, streets)

• brings items representing family

heritage from home for show and tell.

• uses sand table and water to create

models of land forms.

The teacher:

• discusses common features in home

and school environment (“What are

things that we have both at home and at

school?” The children respond with

sinks, carpet, etc.).

• questions children’s creations of home,

school, and community (asks children to

describe their block construction of the

playground.).

• encourages children to build towns

using blocks to represent buildings,

houses, etc.

110

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

The child:

• uses small animals and small people

toys to explore the scale of land forms

at the sand and water table.

The teacher:

• discusses the geographic features of

common land forms such as mountains,

desert, and ocean.

• uses sand and water to create hills,

rivers, streams, roads or lakes.

VII.C.2.

Child explores

geography tools and

resources

The child:

• shares his country of origin with the

class.

• builds towns using manipulatives and

makes maps and signs of her model

towns.

• discusses street addresses of his home

and neighborhood.

• points to a center on a map of the

classroom to indicate where she

would like to work during center time.

The teacher:

• provides maps and globes in the

classroom environment or play

centers.

• uses yarn to connect countries of

origin to the school on a map.

• uses a school map to locate places.

VII. SOCIAL STUDIES DOMAIN

D. Citizenship Skills

The child begins to understand important customs, symbols, and celebrations that represent American beliefs

and principles and contribute to our national identity.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VII.D.1.

Child identifies

flags of the United

States and Texas.

The child:

• identifies (by pointing) the United

States flag when asked.

• identifies (by pointing) the Texas

flag when asked.

• compares the similarities between

the United States flag and the

Texas flag.

• discusses the differences between

the United States and the Texas

flags.

The teacher:

• displays and identifies the United States

and the Texas flag.

• encourages the children to paint/draw the

United States flag and the Texas flag on

plain paper, helps label with children’s help

and discusses the features of the flags,

labels and displays the flags.

• reads aloud appropriate books on flags and

asks questions (“Where do you see flags?”

“What colors do you see on the flags?

“What shapes do you see?”).

• encourages visitors to the classroom who

know about the flag (such as VFW

[Veterans of Foreign Wars],representatives

of community organizations) to discuss the

importance of the flag and its proper care.

111

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VII.D.2.

Child recites the

Pledge of

Allegiance to the

United States flag

and the state flag

and observes a

moment of

silence*.

The child:

• participates in daily Pledge of

Allegiance activities.

• discusses why the Pledge of

Allegiance is said.

• discusses places they have said the

pledge outside of school (ball

games, assemblies, etc.).

• demonstrates respect for

classmates and country during the

pledge.

The teacher:

• models the Pledge of Allegiance with the

children, remembering to say the words

slowly and clearly.

• discusses the meaning of the Pledge of

Allegiance with a focus on that the pledge

shows love and loyalty to the country.

• encourages visitors to the classroom who

will point out the importance of the flag

such as VFW representatives.

• makes a graph of the different places the

children have said or heard the pledge

recited (classroom, ball games, assemblies,

or television events).

VII.D.3.

The child engages

in voting as a

method for group

decision‐making.

The child:

• votes in classrooms decisions

(playing inside vs. playing outside,

singing “Twinkle, Twinkle Little

Star” vs. “Five Little Monkeys”).

• reports to the group times their

family has participated in voting.

• creates voting situations in

dramatic play center (asks their

friends to vote whether they want

to play hospital or restaurant).

The teacher:

• models and provides situations for voting

(choosing a book for read aloud, where to

have playtime, which song for dancing).

• sends a letter home to families to discuss

their voting participation. Have children

report to the class while teacher records

on chart paper (Child says,” My mom voted

for mayor last year. She went to my sister’s

school to vote.”).

• reinforces the idea of voting as a way to

resolve conflict during center time.

*TEC §25.082. SCHOOL DAY; PLEDGES OF ALLEGIANCE: MINUTE OF SILENCE. (a) A school day shall be at least

seven hours each day, including intermissions and recesses. (b) The board of trustees of each school district shall

require students, once during each school day at each school in the district, to recite: (1) the pledge of allegiance

to the United States flag in accordance with 4 U.S.C. Section 4, and its subsequent amendments; and (2) the

pledge of allegiance to the state flag in accordance with Subchapter C, Chapter 3100, Government Code. (c) On

written request from a student’s parent or guardian, a school district shall excuse the student from reciting a

pledge of allegiance under Subsection (b). (d) The board of trustees of each school district shall provide for the

observance of one minute of silence at each school in the district following the recitation of the pledges of

allegiance to the United States and Texas flags under Subsection (B). During the one

‐m

inute period, each

student may, as the student chooses, reflect, pray, meditate, or engage in any other silent activity that is not

likely to interfere with or distract another student. Each teacher or other school employee in charge of students

during that period shall ensure that each of those students remains silent and does not act in a manner that is

likely to interfere with or distract another student.

112

VIII. FINE ARTS DOMAIN

A

rt can help children learn to observe, organize, and interpret experiences through multiple mediums. They can

express themselves through dance, music, dramatic play, painting, sculpture, drawing, and other movement. For

prekindergarten children, art begins with exploration, discovering how things feel, look, and sound. Children

need to experiment with manipulating and transforming materials and feel free to express ideas and

experiences. Teachers can encourage this by providing opportunities for children to engage in the “process” of

creating rather than worrying about the “product” that is created. Art can integrate across domains and support

many aspects of development. Children can increase vocabulary, develop social emotional skills such as self

‐

exp

ression, and strengthen fine and gross motor skills.

VIII. FINE ARTS DOMAIN

A. Art Skills

Children explore a wide variety of materials and make discoveries about color, shape, and texture through art

experiences. They learn to express what they know and begin to recognize how others express themselves

through art. They also begin to gain control of fine-motor muscles and practice hand-eye coordination. The

majority of art experiences should be model and/or sample free with focus being on the process. Teachers should

avoid having a preconceived idea of what the end product should look like and refrain from “fixing” a child’s art

work with the understanding that there is not a right or wrong way to create the art.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VIII.A.1.

Child uses a

variety of art

materials and

activities for

sensory

experience and

exploration.

The child:

• investigates with a variety of

materials (crayons, paint, clay,

markers).

• manipulates modeling clay by

rolling, pinching, squeezing,

patting, and cutting.

• mixes colors to make other colors

(red and yellow finger paint to

make orange).

• uses different sizes of brushes to

paint.

• selects a variety of materials in

the art center for exploration

(painting with cotton swabs on

paper).

• comments on colors, shapes,

space, textures, and objects in

the environment.

• creates artwork inspired by

music.

The teacher:

• provides art materials that can be easily adapted

for independent participation (different sizes of

brushes, different colors of paint, markers,

modeling clay, cotton swabs, straws, etc.).

• rotates materials in the art center on a regular

basis.

• p

rovides opportunities for exploration of the

relationship of space and objects as well as

color, balance, texture, and design

(opportunities to construct 3

‐d

imensional

designs).

• c

alls children’s attention to art within the

environment (colors of a flower, markings on a

butterfly’s wing, textures on the leaves of a

tree).

• provides time during the day for children to

independently participate, engage, and

experiment using a variety of textures of

materials (centers).

• s

caffolds children’s thinking about artistic

explorations by asking open

‐e

nded questions

(“What happened when you mixed red and

blue?”).

• provides a space in the classroom for children to

display their work.

113

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VIII.A.2.

Child uses art as a

form of creative

self‐expression

and

representation.

The child:

• talks about what he is going to

create (“I’m going to paint a

picture of my family.”).

• describes own work (“This is me

riding my bike.”).

• demonstrates steps of creating

own work (“First I rolled the clay

into a ball. Then I. . .”).

• creates drawings and paintings

that gradually become more

realistic and detailed.

• uses a variety of materials to

create art forms.

• develops a vocabulary to share

opinions about artistic creations

and experiences.

The teacher:

• provides time in the schedule for children to

describe and demonstrate work (show and tell

at circle time).

• scaffolds children’s thinking about artistic

creations by asking open

‐e

nded questions

(“Tell me about your painting.”).

• exp

oses children to different examples of art

(collages, paintings, mosaics, sculptures,

posters).

• allows children to use a variety of materials for

individual creative pieces of art.

• incorporates art vocabulary (forms, meanings,

colors, textures, and shapes).

VIII.A.3.

Child

demonstrates

interest in and

shows

appreciation for

the creative work

of others.

The child:

• comments on the artwork of a

classmate.

• responds to comments made by

classmates about a picture (“Yes,

I drew a green house because

that is my favorite color.”).

• recognizes books illustrated by

the same illustrator.

• comments on pictures in books.

• explores art from a variety of

cultures.

The teacher:

• displays many examples of children’s artwork.

• displays art, sculptures, and artifacts that are

representative of various cultures.

• provides books and photographs that depict a

variety of art media (paints, pencils, paper)

and artists’ styles.

• takes children to art museums or invites local

artists to the classroom.

• reads aloud and calls attention to the

illustrations in books.

114

VIII. FINE ARTS DOMAIN

B. Music Skills

Four-year- old children express themselves through singing and movement and by playing simple instruments.

Like art, music is a form of experiencing, learning, and communicating with others. Children learn to experiment

with music concepts, volume, tempo, and sound. They begin to appreciate different types of music.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VIII.B.1.

Child participates

in classroom music

activities including

singing, playing

musical

instruments, and

moving to

rhythms.

The child:

• sings along with familiar songs during

circle time (“Old McDonald Had a

Farm”).

• sings songs about concepts learned in

the curriculum (singing about planting

seeds when the theme is gardening,

transportation songs, etc.).

• joins in with familiar finger plays

(“Eency Weency Spider”).

• plays the classroom musical

instruments (uses instruments to help

retell a story, uses instruments to

represent a character in a story).

• chooses to listen to music during

centers.

• makes up and sings songs during the

day.

• creates own musical instruments using

boxes, strings, rubber bands, and cans

(props can be added to dramatic play or

in other centers).

• sings/plays songs from different

cultures.

• moves in rhythm to simple tunes and

musical patterns.

The teacher:

• provides repetition of songs and

finger plays to promote familiarity.

• uses music or finger plays as a signal

for transition to a new activity.

• provides opportunities for children to

explore musical instruments (drums,

cymbals, triangles, maracas, etc.).

• provides opportunities for children to

experience different styles of music

(jazz, rock, classical, and songs from

other cultures and in other

languages).

• provides materials for children to

create own instruments (boxes,

strings, rubber bands, and cans).

• provides opportunities for free

movement to music.

• uses small and large movements with

songs in a variety of settings such as

circle time and outside activities.

• s

erves as a role

‐m

odel for live music

‐

m

aking.

115

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VIII.B.2.

Child responds to

different musical

styles through

movement and

play.

The child:

• uses props (scarves, streamers) to

create movements to music.

• follows the beat using body and musical

instruments (walks or jumps to the

beat).

• distinguishes between different types of

music (loud/soft, fast/slow, happy/sad,

etc.).

• starts and stops playing of musical

instruments when the music starts or

stops.

• describes and expresses moods with a

variety of music.

• talks about different styles of music.

The teacher:

• exposes children to different styles

and tempos of music through games

and activities.

• provides various props (scarves,

streamers) and opportunities for

musical exploration.

• exposes children to musical

experiences through concerts.

• reads aloud books about music.

• provides musical opportunities with a

variety of moods for expression.

VIII. FINE ARTS DOMAIN

C. Dramatic Expression Skills

Creative drama in prekindergarten involves young children in expressive and spontaneous productions. Children

demonstrate their unique interpretation of music, songs, and stories through movement and dramatic

experiences. These experiences contribute to children’s ability to communicate more effectively and engage in

cooperative activity with others.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

VIII.C.1.

Child creates or

recreates stories,

moods, or

experiences

through dramatic

representations.

The child:

• dramatizes a story read aloud (a familiar

fairy tale).

• engages in dramatic play with

classmates (plays the part of different

characters in a familiar book).

• creates props to dramatize a story read

aloud or represent mood.

• recreates events from his own life.

• uses movements to pantomime

movements of various animals (moves

like an elephant, sneaks like a mouse)

and to develop motor skills.

• uses voice to represent sound to act out

characters in a story (high and low

pitches).

The teacher:

• rereads books to promote familiarity.

• provides props (cooking utensils such as

tortilla presses, ladles, woks, steamers,

chopsticks, baskets, etc.) for dramatic

expression that reflect diversity in

gender, culture, and occupations.

• provides opportunities for children to

act out familiar stories.

• provides a variety of materials for

children to create own props to recreate

stories or dramatic representations.

• participates in dramatic play with

children.

• exposes children to dramatic

presentations by community theater

groups or student groups.

116

I

X. PHYSICAL DEVELOPMENT DOMAIN

R

esearch demonstrates that children’s knowledge is developed from their own actions. Thus, learning relates

directly to mobility and motor skills. The motor developmental domain influences many aspects of children’s

success in cognitive, perceptual, and social development. Teachers should provide activities that promote the

development of gross and fine motor skills. The development of physical milestones help children to gain and

maintain self‐

c

onfidence and stability and contribute to such activities as holding a pencil or crayon and writing.

Running, hopping, starting and stopping, changing direction, and catching and throwing are the prerequisites for

the games of middle childhood that further advance children’s cognitive and social development. Interacting

with children not only sets a good example of physical activity, but also results in children’s showing signs of

improved mental health and emotional status and closer teacher

‐c

hild relationships. Activities to develop

physical skill and refine motor development will be included in early childhood education and developmentally

appropriate environments through games and group play. Rhythmic, stability, loco

‐m

otor, and manipulative

skills are important and can be addressed in a number of ways. Most importantly, though, these activities

should make a meaningful link with social, emotional, and cognitive development. Physical activity not only

promotes cognition but also can enhance children’s social skills and self‐

e

steem through group participation.

Free, unstructured outdoor play as a means of developing gross motor, fine motor, and sensory skills is valuable

to children’s overall well‐

b

eing.

IX. PHYSICAL DEVELOPMENT DOMAIN

A. Gross Motor Development Skills

Children explore their physical space and understand how their bodies function in space through active

movement experiences. Large-motor skills are developed first, followed by stability (turning, twisting, balancing,

dodging) and manipulative (throwing, catching, kicking, striking) motor skills. Gross motor development requires

thought and deliberate movement. Four-year-old children develop greater control of gross-motor manipulative

movements that involve giving force to objects and receiving force from objects.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child has mastered

basic skills of

running, jumping,

climbing, and

pedaling.

IX.A.1.

Child

demonstrates

coordination

and balance in

isolation (may

not yet

coordinate

consistently

with a partner).

The child:

• maintains balance while

walking on a balance beam

or standing on one foot.

• hops on one foot, walks,

jogs, jumps, and gallops.

• carries a bowl or plate of

objects from one spot to

another.

• coordinates leg and body

movements to sustain

swinging on a swing.

• moves and stops with

control over speed and

direction (moves back and

forth, side to side).

The teacher:

• provides time and space for

physical activities.

• modifies activities and

equipment according to the

needs of individual children.

• provides activities that cross

the midline of the body

(hugging oneself by crossing

arms, reaching for objects

with only one hand at a

time, etc.).

• participates with children in

movement games.

• plays games such as “Red

Light, Green Light."

117

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child engages in

movement

sequences with

adult prompts.

IX.A.2.

Child

coordinates

sequence of

movements to

perform tasks.

The child:

• moves within a space of

defined boundaries,

changing body configuration

to accommodate the space

(moving through an obstacle

course).

• moves body into position to

catch or kick a ball.

• uses axial movements such

as reaching, twisting,

turning, and bending.

• participates in group games

involving movement

(“Hokey, Pokey”).

• moves from one space to

another in a variety of ways

(running, jumping, hopping,

skipping).

• moves in rhythm to simple

tunes and music patterns.

The teacher:

• provides a variety of

movement activities.

• provides time and space for

children to participate in

gross motor movements.

• modifies activities and

equipment to meet the

needs of individual children.

• plays games that include

motor activities (“Follow the

Leader,” “Freeze Tag”).

• provides outdoor equipment

(different size balls for

catching, throwing, and

kicking) to stimulate a

variety of skills.

• provides equipment (bean

bags to toss into a basket,

obstacle courses using

tunnels, large cardboard

boxes, etc.) for indoor gross

motor activities.

• uses games and songs that

involve movement and

exercise

• includes daily warm‐up

exercises such as stretching,

jumping jacks, running in

place during the day.

• participates in games with

children.

IX. PHYSICAL DEVELOPMENT DOMAIN

B. Fine–Motor Development Skills

Fine-motor manipulative movements involve object-handling activities that emphasize motor control, precision,

and accuracy of movement. Cutting with scissors, manipulating modeling dough, and drawing are the

foundational skills needed for the demands of handwriting and other small-motor skills in later school years. Fine

motor activities can be easily integrated into each learning center and help to strengthen the small muscles of

hands in preparation for writing.

118

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

Child experiments

with a variety of fine‐

motor tasks but may

lack strength and

control.

IX.B.1.

Child shows

control of tasks

that require

small‐muscle

strength and

control.

The child:

• manipulates and shapes

modeling clay.

• uses pincer control (grasps

small objects between

thumb and index finger) to

manipulate tools (tweezers,

eyedroppers) and

manipulatives (linking

cubes).

• uses hands and fingers to

manipulate various

classroom materials (placing

caps on and off markers,

using various size brushes to

paint at the easel).

• uses thumb and fingers to

tear paper.

• holds drawing and writing

utensils in a more

conventional grasp (with

fingers instead of fist).

The teacher:

• provides a variety of tools in

various centers for children

to use (dramatic play

center—eggbeaters, tongs;

manipulative center—

linking cubes; science

center—tongs,

eyedroppers).

• plans activities that build

small muscle strength and

control (torn paper collages,

cookie cutters in modeling

clay, making decorative

jewelry, painting).

Child shows

emerging proficiency

on tasks requiring

eye‐hand

coordination (draws

pictures recognizable

to child but not

others, cuts with

scissors but may not

cut all the way

across a page).

IX.B.2.

Child shows

increasing

control of tasks

that require

eye‐hand

coordination.

The child:

• puts together puzzles with

interlocking pieces.

• ac

complishes self‐

h

elp tasks

(buttoning, zipping,

snapping).

• s

trings small beads.

• completes lacing cards.

• draws recognizable pictures

and shapes.

The teacher:

• provides materials in the

classroom that encourage

children to practice eye

‐

h

and coordination (dramatic

play center—dressing dolls;

manipulative center—

variety of beads and laces;

block center—variety of

block shapes; art center—

scissors).

• plans activities that build

eye‐

h

and coordination

(string macaroni for a

necklace, use glue sticks for

collages).

• provides time for practice of

fine motor skills (centers).

• encourages children to

practice self‐

h

elp skills such

as buttoning and zipping

own clothing.

119

IX. PHYSICAL DEVELOPMENT DOMAIN

C. Personal Safety and Health Skills

Prekindergarten children demonstrate an understanding of health and safety issues related to their daily routines

and activities. Children learn to make healthy choices in nutrition and understand the importance of well-being

through exercise and rest.

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

IX.C.1.

Child practices

good habits of

personal safety.

The child:

• follows safety procedures while

using common tools and

materials (glue, scissors, rulers,

pencils, hammers, wood, safety

goggles).

• dramatizes/demonstrates an

understanding of fire safety and

shelter in place procedures

(stop, drop, roll; walking to an

exit during fire drills).

• describes pet safety and care.

The teacher:

• discusses and models safety

procedures in the classroom

and during outdoor time.

• engages children in

dramatizing safety procedures

(practices fire and emergency

drills, practices holding

scissors correctly, shelter in

place).

• discusses pet ownership and

safety (whenever possible

provide a classroom pet for

children to help with

caretaking responsibilities).

IX.C.2.

Child practices

good habits of

personal health

and hygiene.

The child:

• coughs and sneezes into his

elbows (does not cover his

mouth with his hands).

• washes her hands after using

the toilet and before snack and

lunch.

• identifies selected body parts

such as head, shoulders, arms,

hands, knees, legs, toes, and

feet.

The teacher:

• discusses good habits of

personal health.

• models good habits of

personal health.

• sings songs like Head

Shoulders Knees and Toes or

Hokey Pokey.

IX.C.3.

Child identifies

good habits of

nutrition and

exercise.

The child:

• identifies and discusses

nutritious healthy snacks.

• participates in preparing healthy

nutritious snacks.

• discusses the fact that some

substances are not good for the

body.

• demonstrates an understanding

that foods can be grouped as

healthy or unhealthy.

The teacher:

• engages children in creating

charts, class

‐m

ade books,

and collages of healthy and

not so healthy foods.

• m

odels and provides healthy

snacks and cooking

experiences.

• engages children in active

play, games, and exercise.

120

By around 48

Months of Age

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional

Strategies

The child:

• demonstrates and discusses the

need for exercise and rest to

stay healthy.

121

X

. TECHNOLOGY APPLICATIONS DOMAIN

Y

oung children have much to gain from the use of technology. In prekindergarten, they expand their ability to

acquire information, solve problems, and communicate with others. Regular access and exposure to computers

and related technology can enhance this learning. Children use engaging, age

‐ap

propriate, and challenging

learning applications, programs, and websites to extend their knowledge and to enrich their learning of

curriculum content and concepts. These technologies serve as important learning tools and are integrated

throughout the instructional program. Providing access to a variety of technologies is critical in the

development of 21

st

century skills that young children need to learn and grow.

X. TECHNOLOGY APPLICATIONS DOMAIN

Technology and Devices Skills

Children learn how technology can enhance our lives. Technology includes computers, voice/sound recorders,

televisions, digital cameras, personal digital assistants, MP3 devices, iPods, iPads, tablets, laptops, interactive

boards, document readers, smart phones, and digital projectors. Surrounded by technology, children can benefit

from becoming aware of and interacting with voice/sound recorders and other technology that may be available.

They develop techniques for handling and controlling various devices, becoming increasingly confident and

independent users of developmentally appropriate interactive media.

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

X.A.1.

Child opens and

navigates through

digital learning

applications and

programs.

The child:

• follows basic oral or visual cues for

navigating through learning

applications and programs

successfully.

• listens to and interacts with

storybooks and information texts

(multimedia encyclopedia) in

electronic forms.

The teacher:

• provides time and technology for

children to use.

• models use of digital tools used to

work with learning applications and

programs using basic oral or visual

cues.

• provides a variety of opportunities to

enhance learning experiences through

the use of digital learning applications

and programs.

X.A.2.

Child uses,

operates, and

names a variety of

digital tools.

The child:

• navigates through digital learning

applications and programs.

• uses terminology to describe work on

digital devices.

• includes gestures associated with

touch screens (such as flick, zoom,

pan, swipe, and rotate).

The teacher:

• provides instruction and practice time

to enable the child to master this skill

using the appropriate terminology and

vocabulary.

122

End of

Prekindergarten

Year Outcomes

Examples of Child Behaviors

Examples of Instructional Strategies

X.A.3.

Child uses digital

learning

applications and

programs to

create digital

products and

express own ideas.

The child:

• creates writings and drawings using

digital tools.

• uses a variety of digital tools with

audio, video, and graphics to create or

communicate ideas.

The teacher:

• models and discusses how to use

digital learning applications and

programs.

• provides time for children to interact

with different digital learning

applications and programs.

• integrates the use of technology into

learning activities in meaningful ways.

X.A.4.

Child uses

technology to

access appropriate

information.

The child:

• learns new information through

interaction with technology.

The teacher:

• models and discusses when and how

to obtain information from digital

resources.

X.A.5.

Child practices

safe behavior

while using digital

tools and

resources.

The child:

• follows procedures set by the

teacher when using technology.

The teacher:

• creates and models procedures for

using digital learning applications

and programs.

• creates a safe virtual environment

for children to navigate through

(such as preselecting applications

children can access or using

monitoring programs) digital

learning applications and

programs.

123

Appendices

124

Texas Prekindergarten Guidelines 2008 Expert Panel

Lead Researchers

Special thanks are extended to the following lead researchers for their expertise:

Elsa Cárdenas-Hagan, Ph.D.

ELL/Bilingual – Valley Speech Language and Learning Center, Texas

Elizabeth Péna, Ph.D.

ELL/Bilingual – University of Texas at Austin

Anne E. Cunningham, Ph.D.

Pre-Literacy – University of California at Berkeley

Celene E. Domitrovich, Ph.D.

Social/Emotional – Pennsylvania State University

Sara E. Rimm-Kaufman, Ph.D.

Social/Emotional – University of Virginia

Steven A. Hecht, Ph.D.

Mathematics – University of Texas Health Science Center at Houston

Alice Klein, Ph.D.

Mathematics – University of California at Berkeley

Prentice Starkey, Ph.D.

Mathematics – University of California at Berkeley

Laura Justice, Ph.D.

Language/Vocabulary – Ohio State University

Kathleen A. Roskos, Ph.D.

Language/Vocabulary – John Carroll University

125

Texas Pr

ekindergarten Guidelines (Updated 2015) Review and Revision Committee

S

tephanie Bonnet-Kramer

Program Specialist, Texas Workforce Commission

Elsa Cárdenas-Hagan, Ph.D.

Director, Valley Speech Language and Learning Center

April Crawford, Ph.D.

Director, State Initiatives, Children’s Learning Institute at The University of Texas Health Science Center at

Houston

Alisha Crumley

Early Childhood Education Principal, James Bonham Early Education Center

Michelle Huffman, Ph.D.

Texas School Ready/Early Childhood Coordinator, Region 8 Education Service Center

Cecilia La Cour

Prekindergarten Bilingual Techer, Austin Independent School District

Juan Lazo

Early Childhood Specialist, Dallas Independent School District

Ma

ry Clare Munger

Education Department Chair, Amarillo College

Susan Peery

Early Childhood Education Principal, Alamo Heights Independent School District

Jacquie Porter

Early Childhood Director, Austin Independent School District

Angie Saenz

Prekindergarten Bilingual Teacher, Judson Independent School District

Maryteresa Tracy

Education Specialist: Special Education, Region 13 Education Service Center

Ar

turo Villanueva

Mathematics Coordinator

‐ El

ementary, Clint Independent School District

126

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Texas Prekindergarten Guidelines

Copyright Notice

Copyright 2008 The University of Texas System and Texas Education Agency.

Permission for in-State, Texas uses: These Guidelines were developed at public expense to benefit

Texas public school districts, Texas approved charter schools, Texas regional education service

centers and other Pre-K Texas entities. Residents of and entities operating within the State of Texas

may freely copy, distribute, create derivative products based on and publicly display and perform these

Guidelines (“use the Guidelines”) for the intended beneficiaries.

All other uses (non-Texas uses) require the express permission of the copyright owners. For

information, please contact the University of Texas Health Science Center at Houston, Office of

Technology Management, by telephone at 713-550-3369, or by email at otm@uth.tmc.edu

.

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