Alignment of the California Preschool Learning Foundations with the

Transitional Kindergarten Implementation Summit

Alignment of the California Preschool Learning Foundations with the Common Core State

Standards

This presentation is drawn from a project of the California Department of Education, Child Development Division

Presenters: Peter L. Mangione, WestEdOsnat Zur, WestEd

November 8, 2011

The Preschool Learning Foundations

Goal: To strengthen preschool education and children’s school

readiness

• Developed by researchers, early childhood educators, and other stakeholders.

• Age Range: Describe key knowledge and skills that children acquire with appropriate support– At around 48months of age– At around 60months of age

• Cover nine developmental domains

Preschool Learning Foundations, Volume 1

Social‐Emotional Development

Language and Literacy

English‐Language Development

Mathematics




English‐Language Development

Mathematics


Visual and Performing Arts

Physical Development

Health


Visual and Performing Arts

Physical Development

Health


History‐Social Science

Science


History‐Social Science

Science

Preschool Learning Foundations

The Common Core State Standards

Goal: Clear and consistent goals for learning, to prepare America’s children for success in college and work

• Led by the National Governors Association (NGA), and the Council of Chief State School Offices (CCSSO), and developed in collaboration with a variety of stakeholders

• Age Range: Standards for every grade level (K‐12th grade)• Domains:

– English‐Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

– Mathematics

The Alignment • Draws the connection between the preschool learning foundations in the domains:

– Language and Literacy

–Mathematicsand the corresponding common core state

standards.

• Illustrates the developmental progression of key foundations in these domains, as they relate to specific common core state standards

Aspects to Consider in Reviewing the Alignment:

• Organization of the two resources:– Each of the documents groups standards or foundations into domains

– The standards/foundations in a domain are organized in key content areas (referred to as strands in the preschool foundations)

– Specific foundations within the strands are organized in subgroups (referred to as substrands in the preschool foundations).

Aspects to Consider in Reviewing the Alignment:

• Key Characteristics of Early Learning and

Development:Differences among different age periods: The preschool foundations and the kindergarten common core state standards were written for children at different age periods. The foundations/standards reflect these developmental differences.

Key Characteristics of Early Learning and Development:

• Differentiation of Competencies as Children Learn and Develop– Some developments reflect continuous growth, with quantitative change over time (e.g, vocabulary growth)

– Other developments result in qualitative changes and the emergence of new competencies (e.g., the ability to write).

– Many of the competencies described at the preschool level become more differentiated and lead to more specific competencies at the kindergarten level.

Alignment with Common Core Standards:Language and Literacy

Preschool FoundationsDomain:

Language & Literacy

Common Core Standards‐KGDomain:

English‐Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

The Common Core State Standards present a broad picture of literacy across different academic subjects.

Language and Literacy Alignment at Strand Level:

• The preschool learning foundations and the common core state standards are organized according to the same basic categories (strands): listening and speaking, reading and writing.

• The common core state standards also include a strand identified as language standards. It includes standards for grammar and vocabulary, covered under listening and speaking in the preschool foundations.


Alignment at Strand Level:

Preschool Foundations

• Listening and Speaking

• Reading

• Writing

Common Core Standards‐KG• Speaking and Listening• Language Standards

• Reading Standards for Literature

• Reading Standards for Informational Texts

• Reading Standards: Foundational Skills

• Writing Standards


Alignment at Substrand Level:

• Specific preschool foundations in each strand are grouped in substrands

• Specific common core state standards are organized according to key areas, overarching College and Career Readiness (CCR) anchorstandards

• The alignment draws the connection between substrands in the preschool foundations and common core anchor standards.

Preschool Foundations: Listening and SpeakingPreschool FoundationsSubstrands:

1.0 Language use and Conventions

2.0 Vocabulary

3.0 Grammar

Common Core Standards‐ KAnchor Standards

Speaking & Listening• Comprehension and Collaboration

• Presentation of Knowledge and Ideas

Language Standards• Vocabulary Acquisition and Use

Language Standards• Conventions of Standard English

Preschool Foundations: Reading Preschool FoundationsSubstrands

1.0 Concepts about Print

2.0 Phonological Awareness

3.0 Alphabetics and word/print

recognition

4.0 Comprehension and analysis

of age‐appropriate text

5.0 Literacy interest and response

Common Core Standards‐ KGAnchor Standards

• Print Concepts

• Craft and Structure

• Phonological Awareness

• Print Concepts

• Phonics and Word Recognition

• Key Ideas and Details

• Integration of knowledge and ideas

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

WritingPreschool FoundationsSubstrand

1.0 Writing Strategies

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Common Core Standards‐ KAnchor Standards

• Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge


Alignment Analysis:• Substantial correspondence in content between the

preschool foundations and the common core state standards in all areas

• Certain common core standards focus on skills that emerge in kindergarten, and therefore have no corresponding content in the preschool foundations: Reading– Fluency (Read text with purpose and understanding)– Range of Reading and Level of Text ComplexityWriting– Production and Distribution of Writing– Research to Build and Present Knowledge

Developmental Progression Across Age‐LevelsExample: Concepts about PrintPreschool FoundationsAt around 60 months

Concepts about Print1.1 Display appropriate book‐

handling behaviors and knowledge of print conventions.

1.2 Understand that print is something that is read and has specific meaning

Common Core Standards‐K

Print Concepts1. Demonstrate understanding

of the organization and basic features of print.– Follow words from left to right,

top to bottom, and page by page.

– Recognize that spoken words are represented in written language by specific sequences of letters.

– Understand that words are separated by spaces in print.

Developmental Progression Across Age‐LevelsExample: WritingPreschool FoundationsAt around 60 months

Writing Strategies1.1 Adjust grasp and body position for

increased control in drawing and writing.

1.2 Writes letter or letter‐like shapes to represent words or ideas.

1.3 Writes first name nearly correctly.

Common Core Standards‐K

Text Types and Purposes1. Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Domain: Mathematics

Alignment of the Preschool Learning Foundations and the Kindergarten Common Core State Standards

Strands in the Preschool Learning Foundations in Mathematics Domain

Mathematical

Reasoning

Geometry

Number Sense

Measurement

Classification & Patterning

Organization of the Common Core State Standards‐Mathematics Domain

• Standards for Mathematical Content– Counting and Cardinality– Operations and Algebraic Thinking– Number and Operations in Base Ten– Measurement and Data– Geometry

• Standards for Mathematical Practice– Eight key processes and proficiencies that apply to all content areas in all grade‐levels

MathematicsAlignment at Strand Level:Preschool Foundations• Number Sense

• Algebra and Functions (Classification and Patterning)

• Measurement

• Geometry

• Mathematical Reasoning

Common Core Standards‐K• Counting and Cardinality• Operations and Algebraic Thinking• Number and Operations in Base Ten

• Measurement and Data

• Measurement and Data

• Geometry

• Mathematical Practices

MathematicsAlignment at Strand Level:

• Even though the preschool foundations and the common core standards are organized somewhat differently, overall, both cover the same key areas in mathematics.

• Differences in organization:

– Content related to number sense in the preschool learning foundations is represented in two key area in the common core state standards: counting and cardinality, and operations and algebraic thinking.

– Content in number and operations in base ten of the Common Core State Standards is too advanced for it to have corresponding content in the preschool foundations.

– Content related to Classification appears under algebra and function in the preschool foundations, and under measurement and data in the Common Core State Standards.

Preschool Foundations: Number SensePreschool FoundationsSubstrands:

1.0 Children understand numbers and quantities in the their everyday environment

2.0 Children understand number relationships and operations in their everyday environment

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Common Core Standards‐ K

Counting and Cardinality• Know number names and the count

sequence

• Count to tell the number of objects• Compare numbers

Operations and Algebraic Thinking• Understand addition as putting

together and adding to, and understand subtraction as taking apart and taking from.

Number and Operations in Base Ten• Work with numbers 11‐19 to gain

foundations for place vale.

Preschool Foundations: Algebra and Functions (Classification and Patterning)

Preschool FoundationsSubstrands

1.0 Children sort and classify objects in their everyday environment

2.0 Children recognize/expand understanding of simple repeating patterns.


Measurement and Data

• Classify objects and count the number of objects in categories.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Preschool Foundations: Measurement

Preschool FoundationsSubstrand

1.0 Children compare, order, and measure objects


Measurement and Data

• Describe and compare measurable attributes.

Preschool Foundations: Geometry

Preschool FoundationsSubstrands

1.0 Children identify and use shapes

2.0 Children understand positions in space


Geometry

• Identify and describe shapes

• Analyze, compare, create, and compose shapes

• Identify and describe shapes

Preschool Foundations: Mathematical Reasoning

Preschool FoundationsSubstrand

1.0 Children use mathematical thinking to solve problems in their everyday environment

Common Core Standards‐ KStandards for Mathematical Practices

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique thereasoning of others

• Model with mathematics

• Use appropriate tools strategically.

• Attend to precision.

• Look for and make use of structure

• Look for and express regularity in repeated reasoning

MathematicsAlignment at Substrand Level:• For almost every substrand of the preschool learning foundations, there is a category in the common core state standards with corresponding content.

• The Common Core State Standards – Include differentiated standards in mathematical reasoning

– Do not include standards related to patterning, subitizing (number sense), and measuring length (measurement).

• Developmental progression across age‐levels in every substrand

Developmental Progression Across Age‐LevelsExample: Number Sense (Counting)

Preschool FoundationsAt around 60 months

• 1.1 Recites numbers in order to twenty with increasing accuracy.


Know number names and the count sequence.

• Count to 100 by ones and by tens.

• Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Developmental Progression Across Age‐LevelsExample: Geometry (Shapes)Preschool FoundationsAt around 60 months

• 1.1 Identify, describe, and construct a variety of different shapes, including variations of circle, triangle, rectangle, square, and other shapes.

Common Core Standards‐ KIdentify and describe shapes (squares,

circles, triangles, hexagons, cubes, cones, cylinders, and spheres).

• Correctly name shapes regardless of their orientations or overall size.

• Identify shapes as two‐dimensional (lying in a plane, “flat”) or three‐dimensional (“solid”).

Analyze, compare, create, and compose shapes.

• Analyze and compare two‐ and three‐dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).

In Summary,

• The alignment indicates substantial correspondence in content between the preschool learning foundations and the common core state standards.

• The two documents cover the same key areas in language & literacy and in mathematics, even when the content is organized somewhat differently in the preschool foundations and in the common core standards.

• The alignment illustrates a developmental progression across age‐levels, and the differentiation of competencies as children learn and develop.

Alignment of the Preschool Learning Foundations in English‐Language Development with the K‐12 Content Standards in English Language Development

The Preschool Learning Foundations in English‐Language Development • Describe a typical developmental progression in four general categories of English acquisition: listening, speaking, reading, and writing

• Describe a continuum of “beginning,”“middle,” and “later” stages of English acquisition for every foundation.

The K‐12 Content Standards in English Language Development• Include standards in three main areas: listening and speaking, reading, writing

• Describe standards in three levels, “beginning,” “intermediate” and “advanced”.

• Children proceed through these levels based on their individual progress in listening, speaking, reading and writing skills.

Aspects to Consider in Reviewing the Alignment in the ELD Domain:

• The K‐12 English‐language development standards do not represent a developmental progression from preschool to kindergarten, and therefore it is not possible to align specific preschool foundations to specific K‐12 standards in the ELD Domain.

• The alignment only points to corresponding content areas (substrands) in the preschool foundations and the K‐12 ELD standards, but does not identify the next level in English acquisition for children entering kindergarten.

English‐Language DevelopmentAlignment at Strand Level:

• The preschool learning foundations and the kindergarten content standards are organized according to the same basic categories (strands): listening and speaking, reading and writing.

• Both documents describe a continuum of English‐language development across three levels.

English‐Language DevelopmentAlignment at Strand Level:

Preschool Foundations• Listening

• Speaking

• Reading

• Writing

K‐12 ELD Standards• Listening and Speaking• Reading

• Listening and Speaking• Reading

• Reading

• Writing

English Language DevelopmentAlignment at Substrand Level: ListeningPreschool Foundations

Listening

• Children listen with Understanding

K‐12 Standards

Listening and Speaking

• Strategies and Applications; Comprehension

And elements from:

Reading

Word Analysis, Fluency, and Systematic Vocabulary Development; Vocabulary and concept Development

English Language DevelopmentAlignment at Substrand Level: SpeakingPreschool FoundationsSpeaking

• Children use nonverbal and verbal strategies to communicate with others

• Children use language to create narratives

• Children begin to understand and use social conventions in English

K‐12 StandardsListening and Speaking• Strategies and Applications;

Organization and delivery of oral communication

Reading• Word Analysis, Fluency, and

Systematic Vocabulary Development; Vocabulary and concept Development

Listening and Speaking• Strategies and applications;

Comprehension; Organization and Delivery of Oral Communication

English Language DevelopmentAlignment at Substrand Level: ReadingPreschool FoundationsReading

• Children demonstrate an appreciation and enjoyment of reading and literature

• Children show an increasing understanding of book reading

• Children demonstrate an understanding of print conventions.

• Children demonstrate awareness that print carries meaning

K‐12 StandardsReading

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

• Reading Comprehension; Comprehension and analysis of grade‐level appropriate text; structural features of informational materials

• Reading Comprehension; Comprehension and analysis of grade‐level appropriate text

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

English Language DevelopmentAlignment at Substrand Level: Reading

Preschool Foundations

Reading• Children demonstrate

progress in their knowledge of the alphabet in English

• Children demonstrate phonological awareness

K‐12 Standards

Reading

• Word Analysis, Fluency, and Systematic Vocabulary Development; Phonemic Awareness; Decoding and Word Recognition

English Language DevelopmentAlignment at Substrand Level: WritingPreschool FoundationsWriting

• Children use writing to communicate their ideas

K‐12 Standards

Writing

• Strategies and Applications; Penmanship; Organization and Focus

English Language DevelopmentAlignment Analysis• All substrands in the preschool learning foundations are aligned with a kindergarten ELD substrand with corresponding content, except for the following preschool substrands:– Children demonstrate an appreciation and enjoyment of reading and literature

– Children demonstrate awareness that print carries meaning

Alignment of the Preschool Learning Foundations in Social‐Emotional Development with the Kindergarten Content Standards in Health: Mental, Emotional, and Social Health

Alignment with the Kindergarten Content Standards: Social‐Emotional Development

Preschool FoundationsDomain:

Social‐EmotionalDevelopment

K Content StandardsDomain:

HealthMental, Emotional, and Social Health

Social‐Emotional Development :Alignment with Kindergarten Content Standards

• The kindergarten content standards related to social‐emotional development are included as part of the health domain, under the strand, mental, emotional and social health, rather than as a separate domain.

• Some, but not all, of the content in the preschool domain Social‐Emotional Development aligns with the mental, emotional, and social health strand of the kindergarten Health domain.


Alignment at Strand Level:Preschool Foundations


• Self

• Social Interaction

• Relationships

Content Standards‐ K

Health

• Mental, Emotional and Social Health



Social‐Emotional DevelopmentAlignment at Substrand Level: Self

Preschool FoundationsSelf1.0 Self Awareness

2.0 Self Regulation

3.0 Social and Emotional Understanding

4.0 Empathy and Caring

5.0 Initiative in Learning

Content Standards‐ K• Essential Concepts

• Interpersonal Communication• Practicing Health‐Enhancing

Behaviors

• Essential Concepts

• Goal Setting• Practicing Health Enhancing

Behaviors

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Social‐Emotional DevelopmentAlignment at Substrand Level: Social Interaction

Preschool FoundationsSocial Interaction

1.0 Interactions with Familiar Adults

2.0 Interactions with Peers

3.0 Group Participation

4.0 Cooperation and Responsibility


• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

• Interpersonal Communication

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Social‐Emotional DevelopmentAlignment at Substrand Level: Relationships

Preschool FoundationsRelationships

1.0 Attachment to Parents

2.0 Close Relationships with Teachers and Caregivers

3.0 Friendships


• Essential Concepts

• Analyzing Influences

• Accessing Valid Information

• ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Social‐Emotional‐DevelopmentAlignment Analysis• The Mental, Emotional, and Social Health content

standards give a more narrow coverage of social‐emotional development than the preschool learning foundations.

• The content in the preschool substrands initiative in learning, interaction with familiar adults, group participation, cooperation and responsibility, and friendships has no corresponding content in the kindergarten standards.

• The overlapping content between preschool foundations and kindergarten standards in social‐emotional development illustrates a progression across age‐levels.

For questions or additional information, you may contact:

Peter L. MangioneCenter for Child and Family Studies, WestEd

[email protected]

Osnat ZurCenter for Child and Family Studies, WestEd

[email protected]

Documents

Alignment of the California Preschool Learning Foundations with the