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Work Sampling System® (WSS-5) ©2013 P4 Developmental Checklist
and Opening the World of Learning™ (OWL) ©2011
Scope of Skills
Copyright 2014 Pearson Education, Inc. or its affiliate(s). All rights reserved. Printed in the USA.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 2
Table of Contents
I. Personal and Social Development ........................................................................................................................................................... 3 II. Language and Literacy ........................................................................................................................................................................... 6 III. Mathematical Thinking ....................................................................................................................................................................... 15 IV. Scientific Thinking ............................................................................................................................................................................. 18 V. Social Studies ....................................................................................................................................................................................... 20 VI. The Arts .............................................................................................................................................................................................. 23 VII. Physical Development, Health and Safety ........................................................................................................................................ 25
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 3
I. Personal and Social Development WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills
I. Pe
rson
al a
nd S
ocia
l Dev
elop
men
t
A. S
elf-
Con
cept
1. Demonstrates self-confidence.
Soci
al a
nd E
mot
iona
l
Self
Aw
aren
ess
SC1. Describe basic characteristics of self, such as hair color, eye color, and gender. SC2. Describe self positively in behavior terms (e.g. “I can buckle my shoes.” “I can pour my juice.”) SC3. Understand personal abilities and limitations (e.g. tries again to walk the balance beam, after stepping off several times on the first try; asks for help when it’s needed; says, “I couldn’t use a fork when I was little.”) SC4. Describe self in terms of being a member of different communities, such as family, classroom, school.
2. Shows some self-direction. SC5. Demonstrate self-direction.
SC6. Show interest and curiosity in learning new concepts and trying new activities.
SC7. Exercise appropriate caution in dangerous situations and regulate impulses more consistently.
SC8. Select centers or activities based on personal preferences.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 4
WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills I.
Pers
onal
and
Soc
ial D
evel
opm
ent
B. S
elf-
Con
trol
1. Follows simple classroom rules and routines.
Soci
al a
nd E
mot
iona
l
Self-
Reg
ulat
ion(
Exhi
bit c
ontro
l of b
ehav
ior) SCO1. Participate in the development of and follow classroom rules and
routines. SCO2. Communicate appropriately to make needs known.
SCO3. Refrain from impulsive responding. SCO4. Put away classroom materials and personal items appropriately. SCO5. Handle classroom materials respectfully and appropriately.
2. Manages transitions. SCO6. Manage transitions, participate in routines, and adapt to changes in routines.
C. A
ppro
ache
s to
Lear
ning
1. Shows eagerness and curiosity as a learner.
Soci
al a
nd E
mot
iona
l
Sel
f-R
egul
atio
n(Ex
hibi
t con
trol o
f em
otio
ns)
(Exh
ibit
cont
rol o
f atte
ntio
n)
AL1. Show interest and curiosity in learning new concepts and trying new activities. AL2. Listen attentively to stories and instructions.
AL3. Sustain attention to an activity appropriate to age. 2. Attends to tasks and seeks help when encountering a problem. AL4. Participate in solving disagreements
AL5. Use words to express feelings and resolve conflicts AL6. Respond positively to adult guidance in using calming strategies AL7. Express emotions that are congruent with the situation. AL8. Contribute verbal responses that are appropriately related to the topic or situation.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 5
WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills
3. Approaches tasks with flexibility and inventiveness.
AL9 Complete an activity before selecting a different activity.
I. Pe
rson
al a
nd S
ocia
l Dev
elop
men
t
D. I
nter
actio
n w
ith O
ther
s
1. Interacts easily with one or more children.
Soci
al a
nd E
mot
iona
l
Soci
al In
tera
ctio
n/So
cial
Aw
aren
ess/
Rel
atio
nshi
ps
IO1. Initiate interactions with peers. IO2. Can take turns. IO3. Initiate interaction with other children by cooperating, helping, sharing and expressing interest. IO4. Begin to have friendships. IO5. Describe others using specific characteristics.
2. Interacts easily with familiar adults. IO6. Greet teacher in the morning and say goodbye when leaving IO7. Engage in conversation with an adult. IO8. Respond positively to adult guidance in using calming strategies. IO9. Relate feelings to and seek assistance from teachers. IO10. Seek adult assistance appropriately. IO11. Make smooth/happy transition from family/home to teachers/school and maintain comfort with the separation during the school day. IO12. Show interest in, offer to help, and share pride in accomplishments with teachers.
3. Participates in the group life of the class.
IO13. Participate successfully as a group member.
4. Identifies some feelings and responds to those of others.
IO14. Demonstrate empathy and caring for others. IO15. Ask questions and make comments that indicate understanding that peers may have a different perspective than self.
5. Begins to use simple strategies to resolve conflict.
IO16. Use words to express feelings and resolve conflicts. IO17. Initiate problem-solving strategies. IO18. Participate in solving disagreements. IO19. Resolve disagreements appropriately.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 6
II. Language and LiteracyWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
II. L
angu
age
and
Lite
racy
A. L
iste
nin g
1. Gains meaning by listening.
Lang
uage
and
Com
mun
icat
ion
List
enin
g
L1. Listen and respond appropriately in conversation and discussions L2. Listen to questions and respond appropriately.
2. Follow two- or three-step directions.
L3. Follow two- and three-step directions.
B. S
peak
ing
1. Speaks clearly enough to be understood without contextual clues.
Spea
king
(Con
vers
atio
n)
S1. Speak clearly so that words can be understood by both familiar and unfamiliar adults and children
2. Follows rules of conversation.
S2. Engage in informal conversation with peers and adults and attend to rules of conversation. S3. Follow nonverbal conversational rules (eye contact, facial expression, distance). S4. Begin and end conversations appropriately.
3. Uses expanded vocabulary and language for a variety of purposes. S5. Engage in conversation and use language for basic purposes
S6. Use language appropriate to the situation.
S7. Engage in conversation, using language for advanced purposes (asking question to get information, giving information, problem solving). S8. Tell a personal narrative with details. S9. Participate in conversations in small and large settings appropriately.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 7
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
B. S
peak
ing
Lang
uage
and
Com
mun
icat
ion
Voc
abul
ary
S10. Use a wide variety if words to label and describe people, places, things, actions, and attributes of objects.
S11. Use and increase vocabulary through everyday communication. S12. Demonstrate understanding of terms used in instructional language of the classroom. S13. Know the meaning if 3,000 to 4,000 words. S14. Use category labels to understand how words or objects relate to each other.
Voc
abul
ary
(Sen
tenc
es a
nd S
truct
ures
)
S15. Use complete sentences of four or more words. S16. Use sentences with grammatical complexity. S17. Use age-appropriate grammar, including: regular and irregular plurals regular and irregular past tense pronouns possessives subject-verb agreement S18. Express more than one idea in complex sentences. S19. Segment a sentence of single-syllable words into individual words (up to four words).
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 8
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
C. R
eadi
n g
1. Begins to develop knowledge of letters.
Emer
gent
Lite
racy
: Rea
ding
Alp
habe
t Kno
wle
dge
(Let
ter N
amin
g an
d R
ecog
nitio
n)
R1. Recognize his or her own name.
R2. Name the first letter in his or her own name, several peers’ names, and in environmental print. R3. Name uppercase letters (at least 20).
R4. Name lower case letters (at least 20). R5. Match uppercase and lowercase letters.
R6. Say the alphabet in order.
R7. Distinguish between letters and numbers.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 9
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
2. Demonstrates phonological awareness.
Emer
gent
Lite
racy
: Rea
ding
Phon
olog
ical
and
Pho
nem
ic A
war
enes
s
R8. Blend two one-syllable words to make a compound word. R9. Segment a compound word. R10. Delete a word from a compound word. R11. Blend syllables to make a familiar word. R12. Segment a familiar word into syllables. R13. Delete a syllable from a familiar word. R14. Identify words that have the same initial syllable. R15. Blend onset (initial consonant and consonants) and rime (vowel to end) to form a familiar word. R16. Segment the onset and rime of a familiar word. R17. Delete the onset of a familiar word. R18. Identify spoken word pairs that have the same or different initial consonant sounds. R19. Identify one word form a spoken set of three that does not begin with the same initial sound as the other two. R20. Produce words with the same initial sound (single consonant alliteration). R21. Produce the initial sound in a word, with pictorial support. R22. Blend two and three phonemes into a word. R23. Segment two- and three-phoneme words. R24. Identify pictured word pairs that have the same or different initial or final sounds. R25. Produce new words by deleting initial or final phonemes. R26. Substitute initial vowel sound. R27. Identify spoken word pairs that do and do not rhyme. R28. Identify one word from a spoken set of three that does not rhyme with the other two. R29. Produce rhyming words (real or nonsense).
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 10
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
C. R
eadi
n g
Emer
gent
Lite
racy
: Rea
ding
Alp
habe
t Kno
wle
dge
(Let
ter-
Soun
d R
elat
ions
hips
/Pho
nics
)
R30. Produce new words by substituting a single initial consonant phoneme in a word to create a new word. R31. Link the first letter in his or her own name to its sound. R32. Link the first letter in the names of several peers to its sound. R33. Recognize letter sounds (at least 20).
R34. Product the correct sound for 10-15 letters.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 11
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
C. R
eadi
n g
3. Shows appreciation and understanding of books and reading.
Emer
gent
Lite
racy
: Rea
ding
Com
preh
ensi
on o
f Te
xt R
ead
Alo
ud
R35. Listen to books read aloud and discuss. R36. Gain appreciate for and awareness of diverse genres. R37. Recollect, talk, and write about books. R38. R13. Demonstrate understanding by asking and answering questions. R39. Draw on understanding to predict events and story elements. R40. Understand the different purposes of different texts. R41. . Use background knowledge before, during, and after reading. R42. Use evidence from text to support opinions, interpretations, or conclusions. R43. Learn from books and use knowledge for higher level thinking: Categorize and classify information Understand cause-and-effect relationships Compare and contrast information Understand graphic sources
Emer
gent
Lite
racy
: Rea
ding
Lite
rary
Ele
men
ts a
nd R
espo
nse
R44. Distinguish realism and fantasy. R45. Understand characters’ traits, actions, feelings, motives, and plans. R46. Use knowledge of setting to understand stories. R47. Use story structure and understanding of plot to interpret stories.
R48. Distinguish the roles of author and illustrator.
R49. Reflect on reading and respond (through talk, movement, art, and so on).
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 12
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy
C. R
eadi
n g
4. Recounts some key ideas and details from text.
Emer
gent
Lite
racy
: Rea
ding
Com
preh
ensi
on o
f Te
xt R
ead
Alo
ud
R50. Demonstrate understanding of stories through recall of events and retelling.
II. L
angu
age
and
Lite
racy
D. W
ritin
g
1. Represents ideas and stories through pictures, dictation, and play.
Emer
gent
Lite
racy
: Writ
ing
Writ
ing
Writ
ing
to C
onve
y M
eani
ng/W
ritin
g C
onve
ntio
ns
W1. Uses scribbles, shapes, pictures, and letters to convey meaning in many settings and for many purposes. W2. Compose, dictate, or write messages or stories.
2. Uses letter-like shapes, symbols, and letters to convey meaning. W3. Write first name. W4. Attempt to write last name. W5. Use letters or symbols to represent words. W6. Write known letters, both independently and on request. W7. Scribbles or write more or less in horizontal lines. W8. Scribbles and/or writing start at the top of the page. W9. Scribbles and/or writing start at the left side of the paper and progress to the right.
3. Understands purposes for writing.
W10. Participate in shared and interactive writing.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 13
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
. Lan
guag
e an
d Li
tera
cy fo
r Eng
lish
Lang
uage
Lea
rner
s E.
Lis
teni
ng fo
r Eng
lish
Lang
uage
Lea
rner
s 1. Gains meaning by listening.
L-ELL1. Listen and respond appropriately in conversations and discussions L-ELL2. Listen to questions and respond appropriately
2. Follows directions. L-ELL3. Follow two- and three-step directions
F. P
hono
logi
cal A
war
enes
s for
Eng
lish
Lang
uage
Lea
rner
s.
1. Develops awareness of the sounds of English.
PA-ELL1. Discriminate environmental sounds PA-ELL2. Sequence sounds
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 14
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
G. S
peak
ing
for E
nglis
h La
ngua
ge L
earn
ers
1. Speaks in social situations.
S-ELL1. Engage in conversation and use language for basic purposes S-ELL2. Participate in conversations in small and large settings appropriately
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 15
III. Mathematical ThinkingWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
III.
Mat
hem
atic
al T
hink
ing
A. P
roce
sses
and
Pra
ctic
es
1. Begins to make sense of problems and uses simple strategies to solve them.
Mat
hem
atic
s
Add
ing
to/T
akin
g aw
ay &
Cla
ssifi
catio
n an
d Pa
ttern
s
PP1. Use informal strategies to share or divide up to 10 items equally.
2. Reasons quantitatively and begins to use some tools. PP2. Use concrete models for adding up to five objects. PP3. Use concrete models for subtracting 1 to 5 objects from a set.
3. Uses words and representations to describe mathematical ideas.
PP4.Make a verbal word problem for adding up to five objects. PP5. Make a verbal word problem for subtracting 1 to 5 objects from a set.
4. Begins to recognize patterns and makes simple generalizations.
PP6.Sort objects that are the same and different into groups. PP7. Describe how groups are similar and different. PP8.Collect data and organize it in a graphic representation. PP9. Recognize patterns.
B. N
umbe
r
1. Counts with understanding.
Mat
hem
atic
s
Cou
ntin
g
N1. Demonstrate that objects, or parts of objects, can be counted. N2. Use words to rote count from 1 to 30. N3. Count 1-10 items, with one count per item.
2. Shows beginning understanding of number and quantity.
N4. Demonstrate that the order of a counting sequence is always the same, regardless of what is counted. N5. Demonstrate that the last count indicates how many items were counted. N6. Demonstrate understanding that when counting, items can be chosen in any order. N7. Use verbal ordinal terms. N8. Verbally identify, without counting, the number of objects from 1 to 5 (subitizing). N9. Recognize one-digit numerals, 0 to 9.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 16
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
I. M
athe
mat
ical
Thi
nkin
g C. O
pera
tions
and
Alg
ebra
ic T
hink
ing
1. Understands and begins to apply addition and subtraction to problems.
Mat
hem
atic
s
Add
ing
To /
Taki
ng A
way
OA1.Make a verbal word problem for adding up to five objects. OA2. Make a verbal word problem for subtracting 1 to 5 objects from a set.
D M
easu
rem
ent
1. Orders, compares, and describes objects according to a single attribute. (be sure we can see vertical sub head “D.Measurement”to the left and to the right))
Mat
hem
atic
s
Mea
sure
men
t and
Spa
tial S
ense
M1. Recognize and compare the heights, weights, and lengths of people or objects.
2. Participates in measuring activities. M2. Recognize how much can be placed within an object.
M3. Use language to describe concepts associated with the passing of time.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 17
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II
I. M
athe
mat
ical
Thi
nkin
g
F. G
eom
etry
1. Shows understanding of and uses several positional words.
Mat
hem
atic
s
Geo
met
ry a
nd S
patia
l Sen
se
G1Demonstrate use of location words.
2. Begins to recognize and describe the attributes of shapes G2. Name common shapes. G3. Slide, flip, and turn shapes to demonstrate that the shape remains the same.
3. Composes and decomposes shapes. G4. Create shapes.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 18
IV. Scientific ThinkingWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
IV. S
cien
tific
Thi
nkin
g
A. I
nqui
ry S
kills
and
Pra
ctic
es
1. Asks questions and begins to solve problems that arise during explorations.
Scie
nce
Scie
ntifi
c Pr
inci
ples
/Thi
nkin
g/In
quiry
Phy
sica
l/Life
/Ear
th/S
pace
Sci
ence
I1. Know and apply the concepts, processes, and principles of scientific inquiry. I2. Ask questions about objects, organisms, or events in the environment. I3. Describe and record observations. I4. Make predictions and perform simple investigations.
2. Use senses and simple tools to explore solutions to problems.
I5. . Identify and use simple tools, measuring devices, and equipment in investigation, and investigations, and demonstrate and explain their safe use.
3. Makes meaning from explorations, and generates ideas and solutions based on their own observations of the natural and human-made worlds.
I6. Observe and describe the life cycles of plants and a variety of animals.. I7. Observe and describe plant, animal, and human behavior across seasons.
4. Communicates experiences, observations, and ideas with others through conversations, representations, and/or behavior.
I8. Identify and describe the physical and behavioral characteristics of organisms, including relationships of organisms to their environment. I9. Describe forces in nature and the effects of those forces. I10. Demonstrate the importance of caring for our environment and planet.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 19
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills IV
. Sci
entif
ic T
hink
ing
B. P
hysi
cal S
cien
ce
1. Explores the properties of objects and materials, and how they change.
Scie
nce
Phys
ical
Sci
ence
s
PS1. Describe and compare properties and characteristics of common objects. PS2. Investigate and describe state of matter.
2. Explores how objects and materials move in different circumstances.
PS3. Investigate and describe the position and movement of objects.
3. Explores and describes light and sound. PS4. Investigate and describe sources of energy, including light, heat, and electricity.
C. L
ife S
cien
ce 1. Explores the characteristics of living things.
Life
Sci
ence
s
LS1. Describe and compare the characteristics that differentiate living from nonliving things.
2. Explores the needs of living things. LS2. Observe and identify the basic requirements of living things.
D. E
arth
Sci
ence
1. Observes the sky and the natural and human-made objects in it.
Earth
and
Spa
ce S
cien
ce ES1. Identify and discuss objects in the sky.
2. Explores rocks, water, soil, and sand. ES2. Identify and compare earth materials, their properties, and their
uses.
3. Observes weather and seasonal changes. ES3. Investigate and observe changes in daily weather. ES4. Describe changes in the earth and sky during different types of weather and times of day.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 20
V. Social StudiesWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
V. S
ocia
l Stu
dies
A. P
eopl
e, P
ast a
nd P
rese
nt
1. Identifies similarities and differences in personal and family characteristics.
Soci
al S
tudi
es
Peop
le P
ast a
nd P
rese
nt &
Geo
grap
hy
PPP1. Identify similarities and difference in characteristics of people (the activities, language, physical characteristics, and likes and dislikes of family members, peers, and other familiar people). PPP2. Recognize similarities in family and community celebrations and events in own and other cultures. PPP3. Develop a sense of past, present, and future through experiences with consistent daily events and routines. PPP4. Recall recent past events (using day and week time-relationship Vocabulary). PPP5. Connect past events and present and future events (using day and week time-relationship vocabulary). PPP6. Identify similarities and differences in characteristics of families and begin to understand family needs, roles, jobs, and relationships. PPP7. Demonstrate an emerging awareness and respect for abilities, cultures, and ethnicities.
2. Demonstrates beginning awareness of community, city, and state.
PPP8. Identify and describe common features in the home, school, and community environment and create simple representations of these. PPP9. Develop awareness of own community and how it is similar to and different from other communities.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 21
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills V
. Soc
ial S
tudi
es
B. H
uman
Inte
rdep
ende
nce
1. Begins to understand family needs, roles, and relationships.
Soci
al S
tudi
es
Econ
omic
s & T
echn
olog
y
HI1. Understand that all people need food, clothing, and shelter. HI2. Understand basic concepts such as wants and needs, producing and selling, and buying and consuming.
2. Identifies some people’s jobs and what is required to perform them. HI3. Describe roles and responsibilities of community workers. HI4. Apply knowledge of classroom responsibilities by participating in classroom jobs.
3. Begins to be aware of technology and how it affects their life. HI5. Use computer software or online sources to learn or create. HI6. Learn new information through interaction with technology. HI7. Follow oral or visual directions to operate computers, recording devices, and software programs. HI8. Demonstrate understanding and use of the parts of a computer.
C. C
itize
nshi
p an
d G
over
nmen
t
1. Demonstrates awareness of rules.
Citi
zens
hip
CG1. Demonstrate awareness of the reason for rules. CG2. Identify and describe cause and effect as they relate to personal experience and age-appropriate stories.
2. Shows awareness of what it means to be a leader. CG3. Participate in voting as a method of making choices in group decision-making and develop awareness of the roles of leaders. CG4. Discuss valued qualities, such as honesty, courtesy, kindness, fairness, and self-control.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 22
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills V
. Soc
ial S
tudi
es
D. P
eopl
e an
d W
here
The
y Li
ve
1. Describes the location of things in the environment.
Soci
al S
tudi
es
Geo
grap
hy
P1. Use and respond to words that indicate direction and relative position
2. Shows awareness of the environment.
P2. Identify and describe common features in the home, school, and community environment and create simple representations of these.
3. Shows some awareness of ways people affect their environment. P3. Develop awareness of own community and how it is similar to and from other communities.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 23
VI. The Arts WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
VI.
The
Arts
A. E
xpre
ssio
n an
d R
epre
sent
atio
n
1. Participates in group music experiences.
Fine
Arts
M
usic
and
Mov
emen
t/Dra
mat
ic E
xpre
ssio
n/A
rt
ER1. Participate in group music activities.ER2. Listen to a variety of styles of music, alone or with others. ER3. Explore music by playing with musical instruments. ER4. Use movement and music for play and self-expression.
2. Participates in creative movement, dance, and drama. ER5. Use movement and dance to show feelings or convey meaning. ER6. Create or recreate stories, poems, and life experiences through drama. ER7. Create props and simple costumes to aid in the dramatization of a story. ER8. Use voice and movements to create characters.
3. Uses a variety of art materials for tactile experience and exploration. ER9. Describe own artwork. ER10. Use a variety of materials for sensory experience and exploration. ER11. Notice and use colors, shapes, space, textures, and objects in the environment in artwork. ER12. Use art for self-expression. ER13. Create artwork inspired by own imagination or by world around self.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 24
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills V
I. Th
e A
rts
B. U
nder
stan
ding
and
App
reci
atio
n 1. Responds to artistic creations or events.
Fine
Arts
Art
& D
ram
atic
Exp
ress
ion
UA1. Develop audience skills by observing performances. UA2. Comment on the artwork of others.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 25
VII. Physical Development, Health and SafetyWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills
VII
. Phy
sica
l Dev
elop
men
t, H
ealth
and
Saf
ety
A. G
ross
Mot
or D
evel
opm
ent
1. Moves with increased balance and control.
Phys
ical
Dev
elop
men
t
Gro
ss M
otor
Dev
elop
men
t
GM1. Develop stamina and flexibility.GM2. Demonstrate ability to maintain balance. GM3. Can stand and hop on one foot. GM4. Can walk, jog, jump, gallop, and skip.
2. Coordinates combined movement patterns to perform simple tasks. GM5. Coordinate body movements to perform simple tasks. GM6. Control personal speed and directionality. GM7. Move from one space to another in a variety of ways (running, jumping, hopping, skipping). GM8. Move in rhythm to simple tunes and music patterns.
B. F
ine
Mot
or D
evel
opm
ent
1. Uses emerging strength and control to perform simple tasks.
Fine
Mot
or D
evel
opm
ent
FM1. Demonstrate fine-motor control when performing simple tasks.
2. Uses eye-hand coordination to perform tasks.
FM2. Demonstrate eye-hand coordination to perform fine-motor tasks.
3. Shows beginning control of writing, drawing, and art tools. FM3 Use a variety of tools to build grasp-and-release skill. FM4. Use pincer control to manipulate objects. FM5. Draw recognizable pictures and shapes.
Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 26
WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills V
II. P
hysi
cal D
evel
opm
ent,
Hea
lth a
nd S
afet
y
C. S
elf-
Car
e, H
ealth
, and
Saf
ety
1. Performs some self-care tasks independently.
Phys
ical
Dev
elop
men
t
Fine
Mot
or D
evel
opm
ent &
Sci
ence
SC1. Demonstrate ability to perform self-help tasks (buttoning, zipping, snapping).
2. Follows basic safety rules with reminders. SC2. Practice good habits of personal safety. SC3. Practice good habits of personal health and hygiene, including habits of good nutrition and exercise.
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