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Assessm

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Alignment of

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Teaching Strategies GOLD® Objectives for Development & Learning:

Birth Through Kindergarten

Alignment © 2016 Teaching Strategies, LLC, www.TeachingStrategies.com 1

Alignment of the Teaching Strategies GOLD® Objectives for Development & Learning: Birth Through Kindergarten With

Oklahoma Academic Standards and

Oklahoma C3 Standards (PASS): Prekindergarten

This document aligns the content in the Oklahoma Academic Standards and the Oklahoma C3 Standards (PASS) with the objectives, dimensions, and indicators of the Teaching Strategies GOLD® assessment system.

References Oklahoma State Department of Education. (2016). Oklahoma academic standards. Oklahoma City, OK: Author. Retrieved from http://sde.ok.gov/sde/oklahoma-

academic-standards

Oklahoma State Board of Education. (2011). Oklahoma C3 standards (PASS). Oklahoma City, OK: Author. Retrieved from http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Pass%20prek.pdf

Teaching Strategies, LLC. (2010). Teaching Strategies GOLD® objectives for development & learning, birth through kindergarten. Bethesda, MD: Author.


Oklahoma Academic Standards & Oklahoma C3 Standards

Teaching Strategies GOLD® Objectives, Dimensions, and Indicators

Approaches to Learning (Oklahoma C3 Standards)

1: The child demonstrates positive attitudes, habits, and learning styles.

1. Demonstrates an eagerness and interest in learning. 11. Demonstrates positive approaches to learning 11d. Shows curiosity and motivation

6. Shows eagerness to learn about a variety of topics and ideas

2. Develops and expands listening skills. 11. Demonstrates positive approaches to learning 11b. Persists

6. Plans and pursues a variety of appropriately challenging tasks

3. Demonstrates self-direction and independence. 11. Demonstrates positive approaches to learning 11a. Attends and engages

6. Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions

4. Demonstrates increasing ability to set goals and develop and follow through on plans.

11. Demonstrates positive approaches to learning 11b. Persists

6. Plans and pursues a variety of appropriately challenging tasks

5. Manages transition between activities effectively. 1. Regulates own emotions and behaviors 1b. Follows limits and expectations

6. Manages classroom rules, routines, and transitions with occasional reminders

6. Understands, accepts, and follows rules and routines. 1. Regulates own emotions and behaviors 1b. Follows limits and expectations


7. Develops increasing ability to find more than one solution to a question, task or problem.

11. Demonstrates positive approaches to learning 11e. Shows flexibility and inventiveness in thinking

6. Changes plans if a better idea is thought of or proposed

8. Recognizes and solves problems through active exploration, including trial and error, and interactions and discussions with peers and adults.

11. Demonstrates positive approaches to learning 11c. Solves problems

6. Solves problems without having to try every possibility




Creative Skills (Oklahoma C3 Standards)

1: The child participates in activities that foster individual creativity.

1. Demonstrates with increasing interest and enjoyment in a variety of creative activities, including listening, singing, finger play, games and performances.

34. Explores musical concepts and expression

2. Thinks of new uses for familiar materials. 11. Demonstrates positive approaches to learning 11e. Shows flexibility and inventiveness in thinking

4. Uses creativity and imagination during play and routine tasks

3. Engages in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences.

14. Uses symbols and images to represent something not present 14b. Engages in sociodramatic play

6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes

36. Explores drama through actions and language

4. Works creatively using a variety of self-expressive materials and tools to creatively express ideas.

33. Explores the visual arts

5. Moves freely in response to music and change of tempo. 34. Explores musical concepts and expression

6. Expresses thoughts and feelings through creative movement. 35. Explores dance and movement concepts

7. Experiments with a variety of musical instruments. 34. Explores musical concepts and expression




English Language Arts (Oklahoma Academic Standards)

1: Speaking and Listening – Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

Reading- Students will develop and apply effective communication skills through speaking and active listening.

PK.1.R.1 Students will actively listen and speak using agreed-upon rules with guidance and support.

10. Uses appropriate conversational and other communication skills 10b. Uses social rules of language

6. Uses acceptable language and social rules while communicating with others; may need reminders

PK.1.R.2 Students will begin to ask and answer questions about information presented orally or through text or other media with guidance and support.

8. Listens to and understands increasingly complex language 8a. Comprehends language

8. Responds appropriately to complex statements, questions, vocabulary, and stories PK.1.R.3 Students will begin to engage in collaborative discussions about

appropriate topics and texts with peers and adults in small and large groups with guidance and support.

10. Uses appropriate conversational and other communication skills 10a. Engages in conversations

8. Engages in complex, lengthy conversations (five or more exchanges)

PK.1.R.4 Students will follow simple oral directions.

8. Listens to and understands increasingly complex language 8b. Follows directions

4. Follows simple requests not accompanied by gestures

Writing- Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.

PK.1.W.1 Students will begin to orally describe personal interests or tell stories to classmates with guidance and support.

9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary

6. Describes and tells the use of many familiar items 9. Uses language to express thoughts and needs 9d. Tells about another time or place

6. Tells stories about other times and places that have a logical order and that include major details




PK.1.W.2 Students will work respectfully with others with guidance and support.

2. Establishes and sustains positive relationships 2c. Interacts with peers

6. Initiates, joins in, and sustains positive interactions with a small group of two to three children

3. Participates cooperatively and constructively in group situations 3b. Solves social problems

5 emerging to 6. Suggests solutions to social problems

2: Reading Foundations- Students will develop foundational skills for future reading success by working with sounds, letters and text.

Phonological Awareness- Phonological awareness is the ability to recognize, think about and manipulate sounds in spoken language without using text.

PK.2.PA.1 Students will distinguish spoken words in a sentence with guidance and support.

17. Demonstrates knowledge of print and its uses 17b. Uses print concepts

8. Matches a written word with a spoken word, but it may not be the actual written word; tracks print from the end of a line of text to the beginning of the next line

PK.2.PA.2 Students will recognize spoken words that rhyme. 15. Demonstrates phonological awareness 15a. Notices and discriminates rhyme

6. Decides whether two words rhyme PK.2.PA.3 Students will begin to recognize syllables in spoken words (e.g.,

sunshine= sun + shine).

15. Demonstrates phonological awareness 15c. Notices and discriminates smaller and smaller units of sound

4. Hears and shows awareness of separate syllables in words PK.2.PA.4 Students will begin to isolate initial and final sounds in spoken

words.


8. Verbally separates and blends individual phonemes in words PK.2.PA.5 Students will begin to recognize initial sounds in a set of spoken

words (i.e., alliteration).

15. Demonstrates phonological awareness 15b. Notices and discriminates alliteration

2. Sings songs and recites rhymes and refrains with repeating initial sounds

PK.2.PA.6 Students will combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at = cat).


6. Verbally separates and blends onset and rime




Print Concepts- Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

PK.2.PC.1 Students will write the majority of the letters in their first name and some uppercase and lowercase letters with guidance and support.

19. Demonstrates emergent writing skills 19a. Writes name

6. Accurate name

PK.2.PC.2 Students will understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support.


6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation

PK.2.PC.3 Students will begin to demonstrate correct book orientation and identify the front and back covers of a book.

17. Demonstrates knowledge of print and its uses 17a. Uses and appreciates books

4. Orients book correctly; turns pages from the front of the nook to the back; recognizes familiar books by their covers

PK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces with guidance and support.

16. Demonstrates knowledge of the alphabet 16b. Uses letter–sound knowledge

6. Shows understanding that a sequence of letters represents a sequence of spoken sounds

PK.2.PC.5 Students will begin to understand that print moves from top to bottom, left to right, and front to back.


4. Indicates where to start reading and the direction to follow PK.2.PC.6 Students will recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support.


6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation




Phonics and Word Study- Students will decode and read words in context and isolation by applying phonics and word analysis skills.

PK.2.PWS.1 Students will name the majority of the letters in their first name and many uppercase and lowercase letters with guidance and support.

16. Demonstrates knowledge of the alphabet 16a. Identifies and names letters

4. Recognizes as many as 10 letters, especially those in own name

PK.2.PWS.2 Students will produce some sounds represented by letters with guidance and support.

16. Demonstrates knowledge of the alphabet 16b. Uses letter–sound knowledge

4. Produces the correct sounds for 10-20 letters

Fluency- Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

PK.2.F.1 Students will read first name in print.

16. Demonstrates knowledge of the alphabet 16a. Identifies and names letters

4. Recognizes as many as 10 letters, especially those in own name

2: Reading and Writing Process - Students will use a variety of recursive reading and writing processes.

Reading- Students will read and comprehend increasingly complex literary and informational texts.

PK.2.R Students will begin to retell or reenact major events from a read-aloud with guidance and support to recognize the main idea.

18. Comprehends and responds to books and other texts 18c. Retells stories

5 emerging to 6. Retells a familiar story in proper sequence, including major events and characters

Writing-Students will develop and strengthen writing by engaging in a recursive process which includes planning, prewriting, drafting, revising, editing, and publishing.

PK.2.W Students will begin to express themselves through drawing, dictating, and emergent writing.

14. Uses symbols and images to represent something not present 14a. Thinks symbolically

8. Represents objects, places, and ideas with increasingly abstract symbols 19. Demonstrates emergent writing skills 19b. Writes to convey meaning

6. Late invented spelling




3: Critical Reading and Writing - Students will apply critical thinking skills to reading and writing.

Reading-Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

PK.3.R.1 Students will describe the role of an author and illustrator, telling how they contribute to a story, with guidance and support

17. Demonstrates knowledge of print and its uses 17a. Uses and appreciates books

6. Knows some features of a book (title, author, illustrator); connects specific books to authors

PK.3.R.2 Students will describe characters in a story with guidance and support

18. Comprehends and responds to books and other texts 18a. Interacts during read-alouds and book conversations

4. Asks and answers questions about the text; refers to pictures

PK.3.R.3 Students will tell what is happening in a picture or illustration with guidance and support.



PK.3.R.4 Students will ask and answer basic questions (e.g., who, what, where, and when) about texts during shared reading or other text experiences with guidance and support.



Writing-Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

PK.3.W Students will use drawing, labeling, and dictating to express thoughts and ideas with guidance and support.


8. Represents objects, places, and ideas with increasingly abstract symbols




4: Vocabulary- Students will expand their working vocabularies to effectively communicate and understand texts.

Reading-Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

PK.4.R.1 Students will acquire new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge with guidance and support.


8. Incorporates new, less familiar or technical words in everyday conversations PK.4.R.2 Students will begin to develop an awareness of context clues

through read-alouds and other text experiences.


6. Identifies story-related problems, events, and resolutions during conversations with an adult

PK.4.R.3 Students will name and sort familiar objects into categories based on common attributes with guidance and support.

13. Uses classification skills 6. Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason

Writing-Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

PK.4.W.1 Students will begin to use new vocabulary to produce and expand complete sentences in shared language activities.

Not specifically addressed in GOLD®

PK.4.W.2 Students will begin to select appropriate language according to purpose.


5: Language – Students will apply knowledge of grammar and rhetorical style to reading and writing.

Reading-Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

PK.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

9. Uses language to express thoughts and needs 9c. Uses conventional grammar

8. Uses long, complex sentences and follows most grammatical rules




PK.5.R.2 Students will recognize concrete objects as persons, places or things (i.e., nouns) with guidance and support.



PK.5.R.3 Students will recognize words as actions (i.e., verbs) with guidance and support.



PK.5.R.4 Students will group pictures and movement, and determine spatial and time relationships such as up, down, before, and after with guidance and support.


Writing-Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

These standards begin in Kindergarten.

6: Research - Students will engage in inquiry to acquire, refine, and share knowledge.

Reading-Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.

PK.6.R Students will begin to identify pictures, charts, grade-appropriate texts, or people as sources of information on a topic of interest.

11. Demonstrates positive approaches to learning 11d. Shows curiosity and motivation

8. Uses a variety of resources to find answers to questions Writing-Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

PK.6.W Students will generate topics of interest and decide if a friend, teacher, or expert can answer their questions with guidance and support.

11. Demonstrates positive approaches to learning 11d. Shows curiosity and motivation

8. Uses a variety of resources to find answers to questions




7: Multimodal Literacies - Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.

Reading-Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

PK.7.R Students will recognize formats of print and digital text with guidance and support.

28. Uses tools and other technology to perform tasks

Writing-Students will create multimodal texts to communicate knowledge and develop arguments.

PK.7.W Students will use appropriate technology to communicate with others with guidance and support.


8. Independent Reading and Writing - Students will read and write for a variety of purposes including, but not limited to, academic and personal.

Reading-Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

PK.8.R Students will demonstrate interest in books during read alouds, and shared reading, and interact independently with books.

18. Comprehends and responds to books and other texts 18b. Uses emergent reading skills

8. Tries to match oral language to words on page; points to words as reads; uses different strategies (e.g., sounding out words, known words, and patterns in text) to make meaning from print

Writing-Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.

PK.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support.

19. Demonstrates emergent writing skills 19b. Writes to convey meaning





Mathematics (Oklahoma Academic Standards)

Number & Operations (N)

PK.N.1 Know number names and count in sequence.

PK.N.1.1 Count aloud forward in sequence by 1s to 20.

20. Uses number concepts and operations 20a. Counts

6. Verbally counts to 20; counts 10–20 objects accurately; knows the last number states how many in all; tells what number (1–10) comes next in order by counting

PK.N.1.2 Recognize and name written numerals 0-10.

20. Uses number concepts and operations 20c. Connects numerals with their quantities

6. Identifies numerals to 10 by name and connects each to counted objects

PK.N.1.3 Recognize that zero represents the count of no objects.


PK.N.2 Count to tell the number of objects.

PK.N.2.1 Identify the number of objects, up to 10, in a row or column.



PK.N.2.2 Use one-to-one correspondence in counting objects and matching groups of objects.



PK.N.2.3 Understand the last numeral spoken, when counting aloud, tells how many total objects are in a set.



PK.N.2.4 Count up to 5 items in a scattered configuration; not in a row or column.





PK.N.3 Compare sets using number.

PK.N.3.1 Compare two sets of 1-5 objects using comparative language such as same, more, or fewer.

20. Uses number concepts and operations 20b. Quantifies

6. Makes sets of 6–10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many

Algebraic Reasoning & Algebra (A)

PK.A.1 Recognize, duplicate, and extend patterns.

PK.A.1.1 Sort and group up to 5 objects into a set based upon characteristics such as color, size, and shape and explain verbally what the objects have in common.

13. Uses classification skills 6. Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason PK.A.1.2 Recognize, duplicate, and extend repeating patterns involving

manipulatives, sound, movement, and other contexts.

23. Demonstrates knowledge of patterns 8. Recognizes, creates, and explains more complex repeating and simple growing patterns

Geometry & Measurement (GM)

PK.GM.1 Identify common shapes.

PK.GM.1.1 Identify circles, squares, rectangles, and triangles by pointing to the shape when given the name.

21. Explores and describes spatial relationships and shapes 21b. Understands shapes

4. Identifies a few basic shapes (circle, square, triangle)

PK.GM.2 Describe and compare measureable attributes.

PK.GM.2.1 Identify measurable attributes of objects. Describe them as little, big, long, short, tall, heavy, light, or other age appropriate vocabulary.

21. Explores and describes spatial relationships and shapes 21a. Understands spatial relationships

5 emerging to 6. Uses and responds appropriately to positional words indicating location, direction, and distance

PK.GM.2.2 Directly compare two objects with a common measurable attribute using words such as longer/shorter; heavier/lighter; or taller/shorter.

22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers

PK.GM.2.3 Sort objects into sets by one or more attributes.





Data & Probability (D)

PK.D.1 Collect and organize categorical data.

PK.D.1.1 Collect and organize information about objects and events in the environment.


8. Represents objects, places, and ideas with increasingly abstract symbols PK.D.1.2 Use categorical data to create real-object graphs.






Health, Safety, and Physical Development (Oklahoma C3 Standards)

Large Motor Skill Development

1: The child will participate in activities that involve large motor skills.

1. Demonstrates basic locomotor movements (e.g., galloping, hopping, jumping, running, sliding, riding tricycles, pulling wagons, pushing wheelbarrows).

4. Demonstrates traveling skills 8. Coordinates complex movements in play and games

2. Demonstrates body and space awareness to move and stop with control over speed and direction.

4. Demonstrates traveling skills 8. Coordinates complex movements in play and games

3. Demonstrates nonlocomotor movements (e.g., bending, pulling, pushing, stretching, swaying, swinging, turning, twisting).

5. Demonstrates balancing skills 8. Sustains balance during complex movement experiences

4. Demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using the slide and swing.

6. Demonstrates gross-motor manipulative skills 8. Manipulates balls or similar objects with a full range of motion

5. Coordinates large arm movements (e.g., easel painting, woodworking, climbing, throwing, playing rhythm band instruments, writing on chalkboard, playing with blocks, catching, and tossing).

6. Demonstrates gross-motor manipulative skills 8. Manipulates balls or similar objects with a full range of motion

6. Develops coordination and balance through a variety of activities. 5. Demonstrates balancing skills 8. Sustains balance during complex movement experiences

Small Motor Skill Development

2: The child will participate in activities that involve small motor skills.

1. Demonstrates increased control of hand and eye coordination (e.g., using pegs, beads, pattern blocks, crayons, pencils, paint brushes, finger- paint, scissors, glue, and a variety of puzzles).

7. Demonstrates fine-motor strength and coordination 7a. Uses fingers and hands

8. Uses small, precise finger and hand movements 7. Demonstrates fine-motor strength and coordination 7b. Uses writing and drawing tools

6. Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end




2. Demonstrates increasing control of small muscles in hands (e.g., using tongs or eyedropper, stringing beads).

7. Demonstrates fine-motor strength and coordination 7a. Uses fingers and hands

8. Uses small, precise finger and hand movements 7. Demonstrates fine-motor strength and coordination 7b. Uses writing and drawing tools

6. Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

Health Enhancing Activity Development

3: The child will participate in health- enhancing activities for the development of lifetime health and fitness.

1. Progresses in physical growth, strength, stamina, and flexibility. 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control

2. Understands that healthy bodies require rest, exercise, and good nutrition. 29. Demonstrates knowledge about self

3. Shows growing independence in following routine healthy behaviors (e.g., hygiene, nutrition and personal care when eating, dressing, washing hands, brushing teeth, and toileting).

1. Regulates own emotions and behaviors 1c. Takes care of own needs appropriately

8. Takes responsibility for own well-being

4. Builds awareness and ability to follow basic health and safety rules. 29. Demonstrates knowledge about self




Science (Oklahoma C3 Standards)

Science Processes and Inquiry

1: The child will investigate and experiment with objects to discover information.

1. Develops increasing abilities to classify, compare, and contrast objects, events and experiences.

24. Uses scientific inquiry skills

2. Explores and becomes familiar with simple scientific tools (e.g., magnifying glass, magnet).


3. Participates in simple experiments to discover information (e.g., bottles of water or homemade telephone to explore the vibration and sound, simple scale to determine heavy and light).

24. Uses scientific inquiry skills 26. Demonstrates knowledge of the physical properties of objects and materials

4. Asks questions, makes predictions, and communicates observations orally and/or in drawings.

24. Uses scientific inquiry skills

5. Explores cause and effect (e.g., temperature determines clothing choices). 24. Uses scientific inquiry skills

Physical Science

2: The child will investigate and describe objects that can be sorted in terms of physical properties.

1. Develops an awareness of the sensory attributes of objects according to taste, smell, hearing, touch, and sight.

26. Demonstrates knowledge of the physical properties of objects and materials

2. Develops an awareness of the properties of some objects (e.g., float-sink, heavy-light, rough- smooth, hard-soft, magnetic-nonmagnetic, solid- liquid, wet-dry).

26. Demonstrates knowledge of the physical properties of objects and materials

3. Observes and describes how objects move (e.g., slide, turn, twirl, roll). 26. Demonstrates knowledge of the physical properties of objects and materials

Life Science

3: The child will observe and investigate plants and animals.

1. Develops an awareness of what various plants and animals need for growth. 25. Demonstrates knowledge of the characteristics of living things

2. Demonstrates a beginning awareness of the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken).

25. Demonstrates knowledge of the characteristics of living things

3. Demonstrates a beginning awareness for the care of the plant and animal life around them.

25. Demonstrates knowledge of the characteristics of living things




Earth/Space Science

4: The child will investigate and observe the basic concepts of the Earth.

1. Develops an awareness of the properties of common earth materials (e.g., soil, rocks, water).

27. Demonstrates knowledge of Earth’s environment

2. Develops an awareness of daily weather (e.g., sunny, cloudy, rainy, snowy, windy, hot, warm, cold).


3. Develops an awareness of the four seasons (e.g., temperature, weather, appropriate clothing, changing leaves).


4. Observes and participates in a variety of activities related to preserving the environment.





Social and Personal Skills (Oklahoma C3 Standards)

1: The child will participate in activities to develop the skills necessary for working and interacting with others.

1. Plays, works and interacts easily with one or more children and/or adults. 2. Establishes and sustains positive relationships 2a. Forms relationships with adults

6. Manages separations without distress and engages with trusted adults 2. Establishes and sustains positive relationships 2c. Interacts with peers

6. Initiates, joins in, and sustains positive interactions with a small group of two to three children

2. Begins to develop relationships with others. 2. Establishes and sustains positive relationships 2d. Makes friends

6. Establishes a special friendship with one other child, but the friendship might only last a short while

3. Recognizes the feelings of others and responds appropriately. 2. Establishes and sustains positive relationships 2b. Responds to emotional cues

4. Demonstrates concern about the feelings of others

4. Develops confidence and stands up for own rights. 1. Regulates own emotions and behaviors 1c. Takes care of own needs appropriately

6. Demonstrates confidence in meeting own needs

5. Shows respect for others and their property. 3. Participates cooperatively and constructively in group situations 3a. Balances needs and rights of self and others

6. Initiates the sharing of materials in the classroom and outdoors

6. Recognizes and expresses own feelings and respond appropriately. 1. Regulates own emotions and behaviors 1a. Manages feelings

8. Controls strong emotions in an appropriate manner most of the time

7. Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

3. Participates cooperatively and constructively in group situations 3a. Balances needs and rights of self and others

6. Initiates the sharing of materials in the classroom and outdoors




8. Works independently and/or cooperatively to solve problems or resolve conflicts.

3. Participates cooperatively and constructively in group situations 3b. Solves social problems

6. Suggests solutions to social problems

9. Seeks assistance from adult when appropriate. 2. Establishes and sustains positive relationships 2a. Forms relationships with adults

8. Engages with trusted adults as resources and to share mutual interests

10. Demonstrates emerging awareness and respect for culture, ethnicity, abilities and disabilities.

30. Shows basic understanding of people and how they live

2: The child will develop the skills necessary for participating in a variety of settings.

1. States his/her full name, age, and name of parent or guardian. 29. Demonstrates knowledge about self

2. Shows ability to adjust to new situations. 1. Regulates own emotions and behaviors 1b. Follows limits and expectations


1. Regulates own emotions and behaviors 1c. Takes care of own needs appropriately

8. Takes responsibility for own well-being




Social Studies (Oklahoma Academic Standards)

Process and Literacy Skills (PALS) for Learning

Process and Literacy

Skills Standard 1: The student will develop and demonstrate Common Core informational text reading literacy skills.

A. Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text.


5 emerging to 6. Identifies story-related problems, events, and resolutions during conversations with an adult

2. With prompting and support, identify the main topic and retell key details of a text.

18. Comprehends and responds to books and other texts 18c. Retells stories

5 emerging to 6. Retells a familiar story in proper sequence, including major events and characters

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


5 emerging to 6. Identifies story-related problems, events, and resolutions during conversations with an adult

B. Craft and Structure

4. With prompting and support, ask and answer questions about unknown words in a text.



C. Integration of Knowledge and Ideas

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


7 emerging to 8. Reconstructs story, using pictures, text, and props; begins to make inferences and draw conclusions

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


7 emerging to 8. Reconstructs story, using pictures, text, and props; begins to make inferences and draw conclusions




Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills.

A. Text Types and Purposes

1. 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 American symbol or holiday 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.

9. Uses language to express thoughts and needs 9d. Tells about another time or place

8. Tells elaborate stories that refer to other times and places 14. Uses symbols and images to represent something not present 14a. Thinks symbolically


6. Late invented spelling B. Production and Distribution of Writing

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.





C. Research to Build and Present Knowledge

8. With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question.

12. Remembers and connects experiences 12b. Makes connections

6. Draws on everyday experiences and applies this knowledge to a similar situation

Skills Standard 3: The student will develop and demonstrate Common Core speaking and listening skills.

A. Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about Pre-Kindergarten Our America topics and texts with peers and adults in small and larger groups.

10. Uses appropriate conversational and other communication skills 10a. Engages in conversations

8. Engages in complex, lengthy conversations (five or more exchanges)

2. Confirm understanding of a social studies text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

8. Listens to and understands increasingly complex language 8a. Comprehends language

8. Responds appropriately to complex statements, questions, vocabulary, and stories

B. Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


8. Incorporates new, less familiar or technical words in everyday conversations

12. Remembers and connects experiences 12a. Recognizes and recalls

6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view

5. Add social studies focused drawings or other visual displays to descriptions as desired to provide additional detail.






Social Studies Content Skills

Citizenship Literacy

Content Standard 1: The student will exhibit traits of good citizenship.

1. Recognize the importance of rules and responsibilities as a member of the family, class, and school.


2. Identify the United States Flag as a symbol of the country including the learning of The Pledge of Allegiance and practicing appropriate flag etiquette.


Economic Literacy

Content Standard 2: The student will identify basic economic concepts.

1. Explain how various community people including police officers, firefighters, soldiers, school personnel, business professionals, and medical personnel impact his/her life.


2. Explain the relationship between work and earning money. 30. Shows basic understanding of people and how they live

3. Describe the basic needs of food, clothing, and shelter that are common to all people.


Geography Literacy

Content Standard 3: The student will demonstrate knowledge of basic physical and human geographic concepts.

1. Explain that a map is a drawing of a place and the globe is a model of Earth. 32. Demonstrates simple geographic knowledge

2. Locate the United States on a world map and a globe. 32. Demonstrates simple geographic knowledge

3. Identify the state of Oklahoma on a map of the United States. 32. Demonstrates simple geographic knowledge

4. Describe family customs and traditions as basic elements of culture. 30. Shows basic understanding of people and how they live




History Literacy

Content Standard 4: The student will understand that history relates to events and people of other times and places.

1. Recognize that commemorative holidays honor people and events of the past including Columbus Day, Veterans Day, Thanksgiving Day, Washington’s Birthday, and Independence Day.


2. Identify important American symbols and explain their meanings including United States Flag, the Bald Eagle, the Statue of Liberty, and the Liberty Bell.


3. Use words and phrases related to chronology and time to explain how things change including before/after and today/tomorrow/yesterday.

31. Explores change related to familiar people or places

Documents

Teaching Strategies GOLD Objectives for Development ...€¦ · 2: Reading Foundations- Students will develop foundational skills for future reading success by working with sounds,