Relax specific body muscles and/or the whole body, moving from a high activity level to a quiet, focused state.

Maintain balance while walking forward, backwards and sideways on a balance beam, 10" wide or less.

Move through space using various movements (e.g., ascending and descending, climbing, rolling, jumping, sliding, crawling, somersaulting, jumping) to surmount obstacles.

Move through space by completing a circuit or obstacle course, following arrows or the path indicated.

Throw or kick an object with increasing accuracy at identified targets varying in height and distance.

Play catch using a large ball, with a partner seated or standing 2.5 feet apart.

Ride a tricycle.

Maintain momentum on a swing by pumping legs.

Play group games such as Duck, Duck, Goose; Drop the Handkerchief; Kitty Wants a Corner; Musical Chairs; Red Light-Green Light; Relay Race; Tag.

Act out a nursery rhyme, poem or fingerplay.

Draw a dimensional picture of a person that includes a head (with eyes, eyebrows, nose, mouth, hair), neck, body, arms (with hands) and legs (with feet).

Care for personal needs by dressing self independently (fastening clothing, using buttons and zippers).

Identify and label the following emotions: happy, sad, angry, afraid, frustrated, confused.

Use acceptable methods of expressing anger.

Recognize, call by name and indicate role of school personnel.

Ask appropriately for help of an adult when needed.

Interrupt a conversation between two people politely.

Demonstrate observable listening behaviors.

Identify and follow classroom rules.

Offer assistance to another child.

Carry out certain chores that contribute to the well-being and functioning of the group.

Respect the personal belongings and property of others.

Take turns using toys and sharing materials.

Follow rules for simple childhood games (board games and group circle games).

Ignore inappropriate peer behavior.

Accept consequences of actions.

Attempt to solve problems or conflicts using words.

Complete an activity or project in conjunction with another child or small group.

Memorize address, phone number and date of birth.

Carry out multi-step oral directions that have been accompanied by preliminary demonstration.

Choose and use a toy or do an activity independently for a sustained period of time (at least 20 minutes).

Organize and plan what is needed to carry out a project or task (with adult assistance as needed).

Describe and evaluate one’s own work, identify and correct errors, refine work, with the assistance and feedback of an adult, when needed.

Understand and use intonation and emphasis to ask a question or express surprise, agreement, displeasure or urgency.

Carry on a dialogue or conversation with a child of approximately the same age, initiating comments or responding to partner’s comments.

Carry on a simple conversation on the telephone.

Identify and express physical sensations, mental states and emotional feelings (happy, sad, angry, afraid, frustrated, confused).

Sequence and describe three to five images of events or phases of a single event that have been experienced.

Describe an event or task that has already taken place outside the immediate place and time.

Describe an event or task that will take place.

Give simple, multi-step directions.

Express a personal opinion.

Assume a different role or perspective and express different possibilities, imaginary or realistic.

Identify outcomes and possible causes.

Name opposites: big-little, cold-hot, dry-wet, fast-slow, rough-smooth, full-empty, hard-soft, large-small, loud-quiet, on-off, open-close, tall-short, yes-no.

Point to/understand precise nouns related to the home, family, food, clothing, school, town/city, transportation and stores/services.

Use increasingly precise nouns related to the home, family, food, clothing, school, town/city, transportation and stores/services.

Point to body parts: ankle, arm, back, body, chest, cheek, chin, ear, elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg, lips, mouth, nail, neck, nose, shoulder, teeth, toe, tongue, waist, wrist.

Name body parts: ankle, arm, back, body, chest, cheek, chin, ear, elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg, lips, mouth, nail, neck, nose, shoulder, teeth, toe, tongue, waist, wrist.

Understand increasingly precise verbs related to eating, movement and the five senses.

Use increasingly precise verbs related to eating, movement and the five senses.

Point to shapes: circle, square, triangle, rectangle.

Name shapes: circle, square, triangle, rectangle.

Point to: any-some, all-none, more-less (fewer), most-least, many-few, equal, one–ten.

Use quantity words: any-some, all-none, more-less (fewer), most-least, many-few, equal, one–ten.

Understand increasingly precise vocabulary (adjectives-describing words).

Demonstrate understanding of temporal words: today-tomorrow-yesterday, always-never-sometimes, before-after, now-immediate, first-last, beginning-middle-end, then-next, already, soon.

Use temporal words: today-tomorrow-yesterday, always-never-sometimes, before-after, now-immediate, first-last, beginning-middle-end, then-next, already, soon.

Show understanding of spatial words: there-here, in-on, in front of-behind, at the top of-at the bottom of, under-over, above-below, next to-in the middle of, near-far, inside-outside, aroundbetween, up-down, high-low, left-right, front-back.

Use spatial words: there-here, in-on, in front of-behind, at the top of-at the bottom of, unde-rover, above-below, next to-in the middle of, near-far, inside-outside, around-between, up-down, high-low, left-right, front-back.

Use the future verb tense.

Understand and use complex sentences with clauses introduced by: because, if, as soon as, so that, while, before, after, who, that, when, (verb)+ing.

Combine simple sentences using “but” or “or.”

Describe oneself, home and immediate family.

Point to: large-small, wide-narrow, big-little, full-empty, tall-short, heavy-light, long-short, thick-thin.

Use size words: large-small, wide-narrow, big little, full-empty, tall-short, heavy-light, long-short, thick-thin.

After listening to an oral description of a scene, recreate the scene in pictures.

Give a detailed, sequential explanation of how to do something so that the activity can be carried out by another person.

Understand adverbs, i.e., describing words.

Use adverbs, i.e., describing words: quickly, slowly, gently, softly, nicely.

Memorize and recite independently a simple nursery rhyme, poem or song.

Interpret and act out through pantomime a nursery rhyme, poem or fingerplay using one’s own original gestures and movements.

Using familiar rhymes, poems or songs, finish a recitation that has begun with the correct rhyming word.

Using familiar rhymes, poems or songs, indicate several possible rhyming words (other than those included in the actual rhyme) to finish the recitation.

Attend and listen to picture books with story lines (30 minutes), as well as books of other genres, such as nonfiction (15 minutes).

Answer who, what, where, when and why questions about a read-aloud.

“Retell” a story that has been read aloud, including character(s), setting (time, place), the plot (central idea) of the story, the sequence of events and an ending.

Sequence illustrations of three to five story events.

“Read”/tell a story based on the illustrations of a book with text that has not been read aloud previously.

Attend and listen to books with minimal or no illustrations (15 minutes).

Predict events in a story, i.e., what will happen next.

Provide a story ending consistent with other given story events.

Make up and tell a story.

Point to the title of a book; the top, middle, or bottom of a page; the beginning of a book; where to start reading a book; the order that words are read on a page; the end of a book; a word; and a letter.

Use cover and illustration cues to locate those books that pertain to a particular topic or might answer a topical question.

Point to words that begin with the same letter as own first name.

Dictate a simple letter, invitation or thank you note.

Use a simplified, illustrated schedule of activities to indicate which activity preceded and which will follow an activity.

Use a simplified, illustrated telephone listing.

Represent “in written form” people, objects, events or activities, derived from one’s personal experience or imagination.

Dictate a description to accompany one’s drawing of people, objects, events or activities, derived from one’s experience or imagination.

Follow a simple, illustrated recipe.

Assemble a simple object or craft following illustrated directions.

Represent “in written form,” following an actual experience: directions for a recipe or craft or scientific observation of events or experiments.

Write one’s first name, using uppercase and lowercase letters appropriately.

Sing the “Alphabet Song.”

Read the first names of other classmates or family members.

Associate spoken and written language by matching written word labels with spoken words.

Point to words as distinct units on a page of print.

Make beginning efforts to use invented, phonetic spelling to communicate in writing.

Segment a spoken sentence into separate, distinct words.

Blend spoken parts of a compound word, saying a whole word.

Blend two spoken syllables, saying the whole word.

Given a sound and a choice of two words, choose the word that begins with the given sound.

Give the beginning sound of a spoken word.

Indicate the number of phonemes (one to three) heard in a real or nonsense word.

Identify at least ten letters of the alphabet by name, especially those in the child’s first name.

Given a word, provide a rhyming word.

Give the sounds of at least three letters of the alphabet, especially those in the child’s own name.

Draw and use as motifs:

— horizontal line

— vertical line

— diagonal line

— zigzag line

— circle

— spiral

— moon

— cross

— cane

— hook

— bowl

— bridge

— wave

— x

— star

Hold a writing instrument correctly between the thumb and index finger, resting it against the middle finger.

Trace and then draw independently the outlines of geometric shapes and irregular figures.

Write one’s first name, using uppercase and lowercase letters appropriately.

Identify pair of objects or pictures as the same or different, with different pairs increasingly similar, varying only in one or more minor detail(s) and with images becoming more abstract and symbolic.

Classify by color.

Classify by shape.

Given a sample object/picture and verbal description of the selection criteria, sort objects/pictures according to a single criterion: Sort by size (small-medium-large).

Given a sample object/picture and verbal description of the selection criteria, sort objects/pictures according to a single criterion: Sort by function.

Classify by size.

Classify by function.

Classify by other conceptual categories.

Verbally label the single common attribute or characteristic of a group of objects or pictures.

Verbally label the difference or criteria used for classification of several groups of objects or pictures.

Select an object or picture according to a description that includes two properties.

Use the criteria along the horizontal and vertical axes of a double entry table to complete the interior squares of the table.

Continue a complex, two-color pattern of objects represented by a pattern card.

Represent on paper “in written form” an alternating pattern of one property or a two-color pattern.

Create and verbally describe a pattern of concrete objects.

Complete puzzles of at least 18 interlocking pieces.

Given a collection of assorted shapes, classify and name the circles, rectangles and triangles.

Find examples of circles or rectangles in everyday objects.

Divide one item into approximately equal pieces for two people.

Compare pairs of objects: length (long-short).

Compare pairs of objects: height (tall-short).

Compare pairs of objects: large-small, thick-thin, wide-narrow.

Compare pairs of objects: volume (full-empty).

Compare pairs of objects: mass (heavy-light).

Compare pairs of objects: temperature (hot-cold).

Use an arbitrary tool of measurement to compare the length and height of objects, using comparative vocabulary (longer-taller-shorter).

Use a straight edge to compare the length and height of objects, using comparative vocabulary (longer-taller-shorter).

Seriate at least three items by length, height or size in ascending or descending order, using comparative vocabulary (longest-shortest, tallest-shortest, largest-smallest).

Recite the number sequence, 1–10.

Compare two groups of no more than six objects per group and use quantitative vocabulary to describe the groups (more than, less than, same as).

Demonstrate one-to-one correspondence with concrete objects, up to six objects.

Construct a collection of objects so that it has the same number of objects as another group.

Count groups of objects with up to six items per group.

Given an oral number, create a group with the correct number of objects, up to six objects.

Name the quantity/amount for one to six items.

Write numerals 1–6.

Arrange or write the numbers 1–6 in sequential order.

Play a simple game that involves moving one’s marker the number of spaces shown on a single die.

Organize and read quantitative data in simple bar graphs.

Compare pairs of numerals, 1–6, to determine more and less or greater than and less than.

Illustrate the concept of “put together” and “take away” with sets of one to six objects, with six objects being the maximum in any set.

Label the action of “put together” as adding and “take away” as subtraction.

Add or subtract problems represented by numerals, 1–4, 4 being the largest numeral, using objects or pictures as needed.

Identify and count up to six pennies.

Identify a quarter.

Indicate that one dollar bill has more value than a penny or quarter.

Understand and use temporal words to describe day-to-day occurrences: today-tomorrow-yesterday, always-never-sometimes, before-after, now-immediately, first-last, beginning-middle-end, then-next, already, soon, during-while, etc.

Use present, past, and future tenses of verbs to describe day-to-day occurrences.

Sequence chronologically and describe three to five images of events or phases of a single event that have been experienced.

Name the days of the week in sequence.

Identify the days of the weekend.

Name the day that was “yesterday” and the day that will be “tomorrow.”

Name the current month.

Name own date of birth (month and day).

Use a simple, illustrated schedule of daily activities to indicate which activity preceded and which will follow the current activity.

Use a monthly calendar to locate and name the current day of the week.

Use a monthly calendar to name the current month.

Use a monthly calendar to locate own date of birth.

Use a monthly calendar to identify a horizontal series of seven squares as representing one week.

Use a monthly calendar to name holidays and special events marked by symbols.

Use a timeline: year-long timeline to mark annual events.

Use a timeline: century-long timeline to mark events across several generations.

Sequence images depicting the evolution and completion of a project or undertaking over an extended period of time.

Sequence and describe photos and/or drawings that represent a timeline of one’s own life and experiences.

Progression of the stages of development in the life of one person: Sequence and describe photos and/or drawings of a baby, school-age child, young adult, elderly adult.

Generations within the context of family: Sequence and describe photos and/or drawings of a baby, school-age child, young adult, elderly adult.

Arrange photos and/or drawings of members of one’s own family on a genealogical tree or diagram to represent three generations.

Consider photos and/or drawings of activities associated with specific periods of life in reference to present age/stage of development and indicate verbally whether these are activities that may be part of past, present or future experiences.

Match images of contemporary objects with like objects from past, indicating whether the objects belong to the “present” or “past.”

Distinguish objects of the more “recent past” from objects of the “distant past.”

Situate oneself in space or situate objects in relation to one another according to the indications given by spatial terms: here-there, in-on, in front of-behind, at the top of-at the bottom of, under-over, above-below, next to-in the middle of, etc.

Follow or give oral, spatially related directions to move from one location to another within a familiar environment.

Given oral, spatially referenced directions correlated to a picture in which different objects represent different “landmarks,” trace the path described.

Reproduce a design represented on a pattern card using parquetry blocks, mosaic toys or pegs.

Copy a tower or construction that has been made by another person using blocks of different shapes, colors or sizes.

Match halves of symmetrical objects to make a whole.

Color squares on a blank grid to reproduce designs represented on other grids.

Continue a linear frieze-like pattern of symbols on a grid.

Use simple coordinates to locate a point on a grid, in which points along one axis are designated by a symbol and points along the other axis are designated by a color.

Use the shortest route to go from the exterior to the center of a simple maze.

Mark the location of specific objects, places, etc., as requested on a simple map of a familiar place.

Mark with arrows or other symbols a path that has been taken from one place to another on a simple map of a familiar place.

Identify these geographic features and environments by name in real life, photos or drawings: land, water, ocean, lake, river, farm, forest (woods), jungle, desert, city.

Name the city, state and country in which he or she lives.

Identify a map of the United States, indicating the location of his or her state.

Identify a map of the United States, indicating land and ocean areas.

Identify a globe by name, indicating land and ocean areas.

Identify the following organs and their function: heart, lungs.

Identify the sense and body part associated with the experience of certain sensations.

Identify and describe basic needs: food, drink.

Identify and describe basic needs: shelter, protection from temperature and weather.

Describe key physical characteristics (body parts and senses), development, needs and life cycle of humans.

Sequence photos and/or drawings of a baby, school-aged child, young adult and elderly adult to represent the life cycle.

Care for, observe and record observations of an animal, noting key physical characteristics, development, needs, and life cycle.

Classify images of animals according to habitat or environment in which they generally live: lake/river, ocean, farm, forest (woods), jungle.

Plant, care for and record observations of a plant, noting the parts of the plant, needs, development and life cycle.

Observe, describe and record some basic properties of water, its presence and its effects in the physical world.

Observe, describe and record some basic properties of air, its presence and its effects in the physical world.

Observe, describe and record some basic properties of light, its presence and its effects in the physical world.

Observe, describe and record some characteristics of weather.

Observe, describe and record some characteristics of seasons

Identify and describe objects that can be recycled.

Identify and describe some ways that resources and energy can be conserved (e.g., recycling, turning off the lights, turning off the water, etc.).

Observe, describe and record the effects of magnets on various objects and other magnets.

Cooking: spoon, rolling pin, etc.: Select and use

appropriate tool to complete a task.

Cut: Scissors: Select and use appropriate tool to complete a task.

Join Paper: Stapler: Select and use appropriate tool to complete a task.

Join Fabric: Needle and thread: Select and use appropriate tool to complete a task.

Nail, join wood: hammer: Select and use appropriate tool to complete a task.

Dig a hole: Trowel, shovel: Select and use appropriate tool to complete a task.

Water a plant: Watering can, hose: Select and use appropriate tool to complete a task.

Demonstrate use of the scientific reasoning cycle.

Listen to pairs of sounds that are either identical or slightly different and indicate whether they are the same or different.

Identify family members or friends by their voice alone.

Listen to environmental sounds presented sequentially as a “sound story” and describe the events in the context in which they are occurring.

Identify and associate sounds with the objects and instruments (rhythm band, piano and violin) which produce them.

Identify a selection of music as either vocal or instrumental music.

Imitate clapping pattern sequences of at least four claps per pattern that vary in tempo, number, length of pause between claps, etc.

Use musical instruments or other objects to imitate a sequence of three or more sounds made by more than one instrument.

Accompany an adult by either clapping or using rhythm instruments to maintain the beat in a chant, song or other musical piece.

Listen to, sing and perform children’s songs and fingerplays individually or with others.

Sing a round for two or more groups.

Move to music carrying out a sequence of choreographed steps or movements to music.

Play games requiring matching of like images such as domino games.

Identify from memory the color of objects from nature, when not in view.

Demonstrate memory of visual details by playing “Concentration” type memory games.

Staple: Use various tools and techniques in completing art projects.

Cut: Use various tools and techniques in completing art projects.

Sew: Use various tools and techniques in completing art projects.

Create sculpture (representational).

Examine a work of art by a known artist and create a work “in the style of…” (Rhythm by Delaunay; Blue Hippo; Head of a Man by Klee; The Snail by Matisse; People and Dog in Sun by Miro; Broadway Boogie Woogie by Mondrain).

Work with other children to create a collective work of art, such as a large group mural, collage, etc.

Look at and talk about works of art, describing details and “story” depicted, such as objects, people, activities, setting, time day/year, long ago/contemporary, etc. as well as the mood/feeling elicited.

Describe one’s own art work, explaining the materials and techniques used.