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Maine’s Early Learning and Development StandardsMaine Department of Education / Maine Department of Health & Human Services - March 2015 CROSSWALK

with HighScope COR Advantage**For full list of COR Advantage Content Areas and Items see end of this document.

36 Months End of Preschool Standards

60 Months/5 YearsCOR Advantage Item &

LevelMaine Learning Results

K-2 Standards

STANDARDS FOR SOCIAL AND EMOTIONAL DEVELOPMENT Emotional Development- Self Concept MLR Health Education: Section

A1 Self-Knowledge and Self-Concept

Develops and communicates a growing awareness of self as having certain abilities, characteristics, preferences and rights

Has an awareness of self as having certain abilities, characteristics, preferences and rights

FF Level 5: Child compares his or her own and others' family characteristics

Identifies interests, skills, and habits of mind that build a positive self-concept

Chooses individual activities

Demonstrates self-direction by making choices among peers, activities and materials

A Level 3: Child expresses a plan with a simple sentence and follows through

Identifies and demonstrates the skills, behaviors, and attitudes that lead to success in schoolwork

Expresses self in different roles during pretend play

Takes on new tasks and improves skills with practice

B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials K Level 4: Child performs a personal care task independently

Compares self with others Initiates actions or activities with peers

F Level 4: Child shows a preference for one or more friends

Expresses own ideas and opinions

Expresses delight over a successful project and want others to like it too

E Level 4: Child engages in conversation with an adult and takes two or more turns

Demonstrates healthy ways to express needs, wants, and feelings

Demonstrates confidence in K Level 5: Child makes a healthy Makes requests to promote




K-2 Standards

own abilities and delights in the mastery of a skill

choice and explains why it is good for him or her

personal health

Demonstrates an understanding of and follows through with basic responsibilities

G Level 4: Child reminds others of classroom routines and social expectations

Demonstrates listening skills to enhance health

Development-Self-Regulation MLR Personal and Social Skills and Knowledge: Section I

Begins to tell and follow basic safety guidelines and requirements

Expresses self in safe and appropriate ways through words and actions

D Level 5: Child controls the expression of his or her feelings

Demonstrates cooperative skills by taking turns and sharing while participating in physical activities

Shows progress in appropriately expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others or property

Seeks peaceful resolutions to conflict

H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution

Demonstrates increasing competency in recognizing and describing own and others’ emotions

Stops and listens to instructions before jumping into activity, with guidance


Demonstrates responsible behavior by following procedures for safe behaviors, including maintaining appropriate personal space

Develops increased capacity to share materials or caregiver/teacher’s attention

Follows rules and routines G Level 4: Child reminds others of classroom routines and social expectations

Shows increased ability to wait for his/her turn in a simple game or for use of equipment

Respects the rights and property of others


Will use private or inner speech to help remember the rules and standards of behavior

Uses materials appropriately D Level 5: Child controls the expression of his or her feelingsAND XLevel 2: Child uses art




K-2 Standards

materials to build, make discrete marks, or to mold or flatten

Uses materials and equipment purposefully, safely and respectfully

Is able to share materials or caregiver’s/teacher’s attention

A Level 5: Child stays with his or her plan for a substantial part (at least 20 minutes) of work time (Choice Time/Free Play)

Begins to accept consequences of own actions

Can wait for turn in simple game or use of equipment


MLR Health Education: Section A3 Interpersonal Skills

Listens with interest and understanding to directions

Accepts consequences of own actions


Accepts responsibility for personal behavior

Listens with interest and understanding during conversations

Regulates own emotions and behaviors


Manages conflict

Refrains from disruptive, aggressive, angry or defiant behaviors


Demonstrates ability to get along with others

Asks what and why questions to understand effects of behavior

D Level 3: Child explains the reason behind an emotion

Follows established rules/etiquette for observing/listeningDemonstrates safe behavior

Emotional Development- Sympathy and Empathy MLR Health Education: C3 Influences on Decision Making

Realizes and expresses how another child might feel

Expresses empathy for others FF Level 4: Child identifies similarities or differences in people's personal characteristics

Demonstrates awareness of feeling during pretend play

Comforts physically hurt or emotionally upset child through appropriate words or actions

FF Level 4: Child identifies similarities or differences in people's personal characteristics

Recognizes other children’s kind behaviors

Labels own emotions and, increasingly, the emotions of others


Demonstrates understanding of the consequences of own actions





K-2 Standards

on others Understands the reasons for rules and routines within the group and accepts them


Asks “what” and “why” questions to understand effects of behavior


Identifies people and experiences that influence decision-making in various settings

Shows progress in expressing feelings, needs, and opinions, in difficult situations and conflicts, without harming self, others, or property

D Level 4: Child tries at first to control how her or she expresses emotions, but then resorts to physical expression

Emotional Development- Adapting to Diverse Settings Explores objects and materials, and interacts with others in a variety of new settings

Demonstrates ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/ attendance

DD Level 5: Child identifies a change in a material or the environment and a possible cause

Begins to demonstrate ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group sizeattendance

Adjusts to transitions from one activity setting to the next during the day with appropriate emotions and behaviors

G Level 3: Child transitions between parts of the daily routine

Anticipates with assistance what will be needed in diverse settings

CC Level 3: Child describes a change in an object or situation

Follows rules in diverse settings G Level 4: Child reminds others of classroom routines and social expectations

Social Development- Building Relationships with AdultsSeparates with assistance from significant adults, without undue anxiety, in familiar settings

Asks questions and checks with an adult before deviating from rules and routines


Approaches adults for Seeks adult help when needed for H Level 4: Child engages in Demonstrates ways to respond to




K-2 Standards

assistance emotional support conflict resolution (with adult support) by offering a solution and agreeing on a solution

unwanted, threatening, or dangerous situations including telling a trusted adult if threatened or harmed

Offers to assist adults Confides in at least one adult E Level 4: Child engages in conversation with an adult and takes two or more turns

Expresses affection for significant adults

Works independently and asks for help only when necessary


Follows caregivers’/teachers’ guidance for appropriate behavior in different environments

Works cooperatively with an adult to plan and organize activities and solve problems


Interacts appropriately with familiar adult(s) and peers

Uses socially appropriate behavior with peers and adults such as helping, sharing and taking turns

E Level 5: Child involves an adult in an activity for an extended period of time by assigning a task or role to the adult, working with the adult toward a goal the child has in mind, or leading the adult in a complex pretend-play scenario; ANDF Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other children into their play

Identifies known safety roles and distinguishes between trusted and unknown adults

G Level 4: Child reminds others of classroom routines and social expectations.FF Level 4: Child identifies similarities or differences in people's personal characteristics, AND.




K-2 Standards

FF Level 6: Child voices a sense of belonging to a community.

Social Development- Building Relationships with Children (MLR Health Education: Section

A3)Separates willingly from adults to play with friends

Participates cooperatively in large and small group activities


Identifies social skills that influence interpersonal relationships in positive ways

Plays beside and interacts with peers

Participates in classroom and group routines


Works as a member of a team

Shows enjoyment in playing with other children

Uses different turn-taking strategies


Accepts/gives/uses constructive feedback

Participates in group glee Shows increasing abilities to use compromise and discussion in play, and resolution of conflicts with peers

H Level 5: Child negotiates a solution to a conflict with another child on his or her own (without adult help)

Demonstrates ethical behavior

Has at least one other friend and begins to show preference for particular playmate

Develops consideration for the needs or interests of peers


Leads or participates in planning cooperative play with others

Develops friendships with peers


Understands the concept of “mine” and “his/hers”

Notices and comments on who is absent from routine group settings


Joins a group of other playing children with adult prompts, as needed

Shows concern for personal fairness within a peer group


MLR Health Education: Section A3

Defends own rights and the rights of others

G Level 4: Child reminds others of classroom routines and social

Identifies social skills that influence interpersonal




K-2 Standards

expectations relationships in positive ways

Gives social support to others G Level 4: Child reminds others of classroom routines and social expectations

Respects differences

Demonstrates knowledge that fairness involves a recognition that respects the needs of individuals as well as sharing and turn-taking


MLR Health Education: B1 Relationships Among Learning, Work, the Community and the Global Economy

Identifies and expresses self a part of several groups (e.g. family, preschool class, faith community, etc.)

FF Level 3: Child plays or talks about family or community roles

Identifies and demonstrates study habits, attitudes, and behaviors that lead to successful relationships

Uses play to explore, practice and understand social roles

AA Level 3: Child pretends by using words and actions to take on the role of a character or animate a figure

Joins in the middle of an on-going group activity with friends independently.

F Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other children into their play

Invents and sets up activities that include more than one child

F Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other

Gives social support to others G Level 4: Child reminds others of classroom routines and social expectations

Social Development- Respecting Similarities and Differences Compares similarities or Names and accepts differences FF Level 4: Child identifies




K-2 Standards

difference of others’ physical characteristics, interests, and abilities, may use self as a reference

and similarities in preferences similarities or differences in people's personal characteristics

Develops varied relationships with others based upon shared experiences and engagement in activities not based upon gender, ethnic background or special needs

Notices that other children might communicate differently or use different words for the same object

FF Level 4: Child identifies similarities or differences in people's personal characteristics

Carries on sustained interaction with adults in their world

Begins to examine a situation from others’ perspective

H Level 5: Child negotiates a solution to a conflict with another child on his or her own (without adult help)

Asks questions about other families, ethnicity, language, cultural heritage, and differences in physical characteristics

Shows concern about personal fairness within a peer group


Begins to demonstrate an understanding of inclusion or fairness through words and actions

AA Level 4: Child plays with two or more children, stepping out of the pretend play to give directions to another person,

STANDARDS FOR APPROACHES TO LEARNING Initiative & Curiosity Self-Knowledge and-Self Concept

Expresses (verbally or nonverbally) an interest in a widening range of topics, ideas, and tasks

Initiates participation in a widening ranges of topics, ideas, and tasks

A Level 4: Child makes and follows through on two or more unrelated plans

Identifies beliefs and behaviors, interests, skills and habits of the mind that build self-concept

Shows interest in how and why others do things

Invents projects and works on them with little assistance


Identifies and demonstrates skills, behaviors and attitudes that lead to success




K-2 Standards

Develops increased ability to make independent choices

Wonders and asks questions about change in his/her world


Identifies and locates information and resources at home, at school and in the community that improve study habits, school work, or educational achievement

Explores materials and actively uses them to follow through on an idea

Uses “wh” questions to get information a variety of topics (why, who, what, where and when)

L Level 6: Child uses "what if" or "suppose" talk to spark a conversation about possibilities

Approaches tasks and activities with increasing flexibility, imagination, and inventiveness

B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials

Invents games and new activities

F Level 5: Child plays collaboratively with two or more other children by contributing ideas andor incorporating ideas from the other children into their play

Engagement & Persistence Relationships Among Learning,

Work and Environment

Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy

Persists in and completes an increasing variety of tasks, activities, projects, and experiences despite frustrations


Identifies and demonstrates study, habits, attitudes and behaviors that lead to successful relationships

Participates in an increasing variety of tasks and activities

Demonstrates resiliency and coping skills when faced with challenges (i.e. concentrates despite distractions and or


The Planning Process




K-2 Standards

increasingly manages own level of frustration)

Begins to sets goals, develops plans, and completes tasks

Chooses to leave a project and returns to it later for completion or elaboration

A Level 6: Child plans an follows through on a project that takes more than two days to complete

Identifies and gives examples of how they make choices and set personal goals for school

Demonstrates an increasing capacity to maintain concentration for a meaningful period of time

Sets goals, develops plans, and completes tasks with increasing independence

A Level 4: Child makes and follows through on two or more unrelated plans

Maintains concentration despite distractions


Reflection & Problem-Solving Decision MakingRecognizes and attempts to solve problems through trial and error and by interacting with peers and adults

Predicts when something might be a problem or challenge

B Level 3: Child verbally identifies a problem with materials

Identifies experiences and behaviors that reflect decision making at school

Explains part, or all, of the problem when asking for help

Makes predictions about what will happen next

CC Level 4: Child makes a verbal prediction at random

Influences on Decision Making

Uses self-talk to guide when solving a problem

Looks for more than one solution to a question, task, or problem


Identifies people and experiences that influence decision making in a variety of settings

Applies prior experiences, senses, and knowledge to new learning situations

CC Level 6: Child applies a conclusion he or she made from a previous experience to a new situation; ANDM Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier




K-2 Standards

in the book or on his or her own experience

Considers and implements different approaches to carrying out a task


Independently alters approach to tasks when initial approach does not work


Discusses or documents important aspects of an experience and identifies what was learned

W Level 4: Child represents information (data) in abstract ways

Solves increasingly complex problems and an increased number of problems


STANDARDS FOR CREATIVE ARTS Visual Arts Uses a variety of art- making tools

Shows interest in different art media and materials in a variety of ways for creative expression and representation

X Level 2: Child uses art materials to build, make discrete marks, or to mold or flatten

Students use basic media, tools and techniques to create original art works

Shares art materials and begins to work with peers on a group artwork

Works collaboratively to create group art displays

F Level 5: Child plays collaboratively with two or more other children by contributing ideas and or incorporating ideas from the other children into their play

Students use Elements of Art and Principles of Design to create original art works

Chooses artwork to display and keep based on personal

Progresses in abilities to create drawings, paintings and other

X Level 5: Child makes a complex representation with many details

Students create art works that communicate ideas and feelings




K-2 Standards

preferences art creations that reflect more detail, uniqueness, and/or realism

and demonstrate skill in the use of media, tools and techniques

Explores a variety of developmentally appropriate materials and media to create 2 and 3 dimensional artwork

Uses art materials safely and appropriately

G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine

Begins to use art materials safely and appropriately

Selects and describes the elements of personal artwork with teachers, other children and parents

X Level 6: Child notices how artistic features (such as color, line, and texture) connect to feelings and ideas

Observes and discusses artwork created by both adults and children

Movement and DanceResponds in movement to a variety of sensory stimuli (e.g. audio, visual, tactile)

Moves in response to tempo changes and different styles of music

Z Level 4: Child maintains a steady beat for at least eight beats

Students replicate tempo change using body movement

Engages in various types of music and rhythm activities through movement

Uses creative movement, planned or improvised, that expresses an idea or feeling

Z Level 5: Child describes how his or her movement is connected to a feature of music

Students develop a short dance sequence with a beginning, middle, and end

Demonstrates awareness of body in space and moves with developing control

Listens and cooperates in group creative movement/dances

Z Level 3: Child names and does a movement

Students participate in skits, puppet shows, theatre games and/or show and tell using movement skills

Music Recognizes different patterns of

Shows increasing ability to recognize tempo changes

Z Level 4: Child maintains a steady beat for at least eight beats

Students create or perform short musical selections of various




K-2 Standards

tempo, rhythm and pitch and different styles of music

styles and genres accurately applying selected knowledge and skills of: proper posture and technique, notation, symbols; and terminology of dynamics

Develops ability to sing expressively

Sings songs with more complex and varied lyrics, patterns and notations

Y Level 5: Child sings all of the words in a familiar song

Listens to and explores various kinds of music and instruments, and natural sounds

Uses music and instruments to imitate and improvise songs, melodies, and patterns

Y Level 4: Child explores the sound of a simple rhythm instrument in three or more ways

Dramatic Play/Performance - Dramatic ExpressionBegins to use objects for other than their intended purpose during play

Uses objects for other than their intended purpose to create representations of real life objects or activities

AA Level 2: Child uses one object to stand for another object

Students select and make props, costumes, set pieces, and/or puppets, and practice using them appropriately

Begins to identify real and make- believe

Represents fantasy and real life experiences through pretend play and use of props and costumes


Students identify the “who, what, where, when and why” of a dramatic performance they have participated in or seen.

Explores new and familiar situations through dramatic play

Uses pretend play to represent known or anticipated situations

AA Level 4: Child engages in repetitive pretend-play scenarios

Students demonstrate a character by participating in skits, puppet shows, and or theatre games




K-2 Standards

Performance Creates characters through

physical movement, gesture, sound, speech and facial expressions


Recreates dramatic play experiences, stories or poems for an audience

X Level 5: Child makes a complex representation with many details

STANDARDS FOR EARLY LANGAUGE AND LITERACY Speaking and Listening - Comprehension & Collaboration Comprehension & CollaborationBegins to engage in collaborative conversations about preschool topics and texts with peers and adults in small & larger groups: • Begins to follow agreed-upon

rules for discussions (e.g., listening to others & taking turn speaking about the topics & texts under discussion)

• Begins to engage in

conversations with multiple exchanges

Increases ability to engage in collaborative conversations about preschool topics and texts with peers and adults in small & larger groups: • Follows agreed-upon rules for

discussions (e.g., listening to other & taking turn speaking about the topics & texts under discussion)

• Engages in conversations with

multiple exchanges


Participates in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: • Follows agreed-upon rules for discussions (e.g. listening to other & taking turn speaking about the topics & texts under discussion). • Continues a conversation through multiple exchanges.

Begins to confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions

Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering questions

M Level 4: Child retells (remembers) three or more details in a story or book

Confirms understanding of atext read aloud or information presented orally or through other media by asking & answering questions about key details & requesting clarification if




K-2 Standards

something is not understood.

Begins to ask questions in order to seek help, get information, or clarify something that is not understood

Asks questions in order to seek help, get information, or clarify something that is not understood


Asks & answers questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge & Ideas Presentation of Knowledge & Ideas

Begins to describe familiar people, places, things, and events

Describes familiar people, places, things, and events, and, with prompting and support, begins to provide additional detail

L Level 3: Child talks about real people or objects that are not present

Describes familiar people, places, things, and events, and with prompting and support, provides additional detail

Begins to add drawing or other visual displays to descriptions to provide additional detail

X Level 4: Child makes simple representations with a few details

Adds drawing or other visual displays to descriptions as desired to provide additional detail

Begins to speak audibly and with prompting and support,expresses thoughts, feelings, and ideas

Speaks audibly most of the time and expresses thoughts, feelings, and ideas


Speaks audibly and expresses thoughts, feelings, and ideas clearly

Language Standards - Conventions of Standard English Conventions of Standard EnglishBegins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: • Prints some letter and/or letter-

like symbols

Begins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: • Prints some upper- and

lowercase letters, and can write own name

R Level 4: Child writes five or more recognizable letters or numerals;

Demonstrates command of the conventions of standard English grammar and usage when writing or speaking:

• Prints many upper- and lowercase letters • Uses frequently occurring nouns and verbs • Forms regular plural nouns




K-2 Standards

• Uses frequently occurring nouns and verbs

• Begins to form some regular

plural nouns orally by adding /s/ or /es? (e.g. dog, dogs; wish, wishes)

• Begins to understand question words (e.g. who, what, where, when, why, how)

• Begins to understand the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)

• Begins to speak in complete sentences

• Uses frequently occurring nouns and verbs

• Begins to form regular plural

nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes)

• Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how)

• Begins to use the most

frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)

• Demonstrates the ability to

speak in complete sentences

L Level 4: Child uses the pronouns he, she, him, her, his, and hers correctly

N Level 4: Child points out that two words do not rhyme


L Level 5: Child uses a clause that starts with when, if, or since in a complex sentence


orally by adding /s/ or /es (e.g., dog, dogs; wish, wishes)Understands & uses question words (interrogatives) (e.g. who, what, where, when, why, how) • Uses the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with) • Produces and expands complete sentences in shared language activities

Begins to use standard English capitalization, punctuation, and spelling when writing: • Capitalizes the first letter in

own name • Begins to recognize

punctuation (e.g., ., ?, !) • Begins to write letters to

represent sounds

R Level 5: Child combines letters to form words (other than his or her own name) for a purpose

R Level 4: Child writes five or more recognizable letters or numerals

R Level 5: Child combines letters to form words (other than his or her name) for a purpose

R Level 4: Child writes five or

Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing: • Capitalizes the first word in a sentence and the pronoun I • Recognizes & names end punctuation • Writes a letter or letter for most consonant and shortvowel sounds (phonemes)

• Spells simple words




K-2 Standards

• Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships

more recognizable letters or numerals

phonetically, drawing on knowledge of sound-letter relationships

Vocabulary Acquisition & Use Vocabulary Acquisition & UseBegins to ask and answer questions about the meanings of new words and phrases introduced through books, activities and play: • Begins to generate words that

are similar in meaning (e.g. happy/glad, angry/mad)

Asks & answers questions about the meanings of new words and phrases introduced through books, activities and play: • With prompting and support,

generates words that are similar in meaning (e.g. happy/glad, angry/mad)

M Level 4: Child retells (remembers) three or more detains in a story or book

Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on kindergarten reading & content: • Identifies new meaning for familiar words & applies them accurately (e.g. knowing duck is a bird & learning the verb to duck) • Uses the most frequently occurring inflections and affixes (e.g.,-ed, -s, re-, un-,pre-,-ful, -less) as a clue to the meaning of an unknown word

Begins to explore word relationships and meanings: Begins to sort common

objects into categories (e.g. big/small, living/nonliving)

Begins to apply words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy)

Explores word relationships and meanings:

Sorts common objects into categories (e.g. big/small, living/nonliving)

Applies words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy)

BB Level 3: Child sorts or matches things and may identify things as being the same or different

M Level 3: Child adds to a conversation by connecting the topic to his or her own experience

Explores word relationships and nuances in word meanings: Sorts common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent • Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) • Identifies real-life connections between words and




K-2 Standards

Begins to distinguish shades of meaning among verbs describing the same general action by acting out the meanings

Z Level 3: Child names and does a movement

their use • Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings

Begins to use words and phrases acquired through conversations, listening to books read aloud, activities, and play

Uses words and phrases acquired through conversations, listening to books read aloud, activities, and play

M Level 3: Child adds to a conversation by connecting the topic to his or her own experience

Uses words and phrases acquired through conversations, reading and being read to, and responding

Reading Standards for LiteratureWith prompting and support: With prompting and support: With prompting and support:Engages and interacts during story reading

Asks and answers questions about simple stories


Asks and answers questions about key details in a text

Retells information from a story Retells at least one major event from a simple story


Retells familiar stories, including key details

Demonstrates understanding of whom or what a story is about

Identifies main characters in simple stories

Q Level 5: Child explains why he or she likes a particular book or series of books

Identifies characters, settingsand major events

Craft & Structure Craft & StructureMakes observations about words and pictures in books

Asks questions about unknown words and phrases in stories

Asks and answers questions about unknown words in a text

Begins to recognize that there are different text structures, such as stories, poems, and songs

Recognizes common types of texts (e.g., storybooks, poems)

Begins to understand that a book has a title, author & illustrator

Begins to describe the roles of authors & illustrators

Begins to name the author and illustrator of a story and define the role of each




K-2 Standards

Integration of Knowledge & Ideas Integration of Knowledge & IdeasMakes observations about the use of words and pictures

Retells stories using both storybook language and pictures


Describes the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)

Begins to make connections between a story or poem and one’s own experiences

Begins to make connections between characters in familiar stories

M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience

Compares and contrasts the adventures and experiences of characters in familiar stories

Reading & Level of Text Complexity Reading & Level of Text Complexity

Seeks out experiences (individually and in groups) with pictures, books, and other print materials

Participates in (individually and in groups) a variety of age-appropriate print materials

Q Level 4: Child Selects or requests a particular book

Actively engages in group reading activities with purpose and understanding

Reading Standards for Informational Text - Details-Informational Text Details-Informational TextWith prompting and support: Engages and interacts during reading of an informational text

With prompting and support: Asks and answers questions about an informational text read aloud


Asks and answers questions about key details in a text

Recognizes that books provide information about the world

Recalls important facts from an informational text after hearing it read aloud or studying particular pages/visuals

M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience

Identifies the main topic and retell key details of a text




K-2 Standards

Recalls some information from an informational text read aloud or shared visually

Represents or acts out concepts learned from hearing an informational text read aloud (e.g. makes a skyscraper out of blocks at the sensory table)

M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience; ANDX Level 4: Child makes simple representations with a few details

Describes the connection between two individuals, events, ideas, or pieces of information in a text

Structure-Informational Text Structure-Informational TextMakes observations about words and pictures in an informational text

Asks questions about unknown words and phrases in informational texts read aloud or shared visually

Asks and answers questions about unknown words in a text

Begins to display appropriate book-handling behaviors- orients book as if to be read, points to title, turns pages in a single direction

Identifies front cover and back cover of a book and title

Identifies the front cover, back cover, and title page of a book

Begins to understand that books have titles, authors, and illustrators

Begins to describe the role of authors and illustrators

Names the author and illustrator of a text and defines the role of each in presenting the ideas or information in a text

Integration of Knowledge Ideas Integration of Knowledge IdeasDescribes important details from a photograph or illustration

Describes important information from text and pictures/photos/ graphics

W Level 5: Child interprets information (data) from a representation

Describes 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). Identifies the reason an author gives to support points in a text

Begins to recognize that Recognizes that information on a Identifies basic similarities in and




K-2 Standards

information on a topic can be found in more than one text

topic can be found in more than one text

differences between two text on the same topic (e.g., in illustrations, descriptions, or procedures)

Range of Reading Level of Text Complexity Range of Reading Level of Text Complexity

Seeks out experiences with informational text materials

Participates individually and in groups in a variety of age-appropriate informational text materials

Q Level 4: Child Selects or requests a particular book

Actively engages in group reading activities with purpose and understanding

Reading Standards: Foundational Skills Print Concepts Print ConceptsBegins to display appropriate book-handling behaviors and begin to recognize print conventions:

• Holds a book as if to read, point to title, and opens book and turns pages in single direction

• Recognizes print as something that can be read

• Recognizes and names the letters of his/her first name

Displays appropriate book-handling skills and knowledge of print conventions: • Begins to track print from left

to right and top to bottom

• Recognizes that print is something that is read and has specific meaning

• Begins to demonstrate that

words are separated by spaces in print

• Recognizes and names at least 15-20 upper and 15-20 lower case letters.

Q Level 2: Child looks at a book front to back and turns the pages one at a time

P Level 4: Child reads two or more words


O Level 4 +10: Child identifies 10 or more letters. [Note known letters]

Demonstrates understanding of the organization and basic features of print: • Follows words from left to right, top to bottom, and page by page • Recognizes that spoken words are represented in written language by specific sequences of letters • Understands that words are separated by spaces in print • Recognizes and names all upper and lower case letters of the alphabet




K-2 Standards

Phonological Awareness Phonological AwarenessWith prompting and support: Demonstrates an understanding of spoken words and syllables:

• Begins to recognize rhyming words

• Begins to count, pronounce,

blend, and segment syllables in their own names

• Begins to isolate and pronounce the initial sounds (phonemes) in their own name and in some words

With prompting and support: Demonstrates understanding of spoken words, syllables, and some beginning sounds (phonemes): • Recognizes and produces

rhyming words • Counts, pronounces, blends,

and segments syllables in spoken words

• Blends and segments onsets and

rimes of single-syllable words • Isolates and pronounces the

initial and final sounds (phonemes) in single syllable words and their name

• Begins to add or substitute

individual sounds (phonemes) in simple, one-syllable words to make new words

N Level 5: Child points out that two words (real or made up start with the same sound

N Level 3: Child spontaneously says real or made-up rhyming words

N Level 5: Child points out that two words (real or made-up_ start with the same sound

N Level 5:

N Level 6: Child identifies the beginning and ending phonemes in a word

N Level 3: Child spontaneously says real or made-up rhyming words

Demonstrates understanding of spoken words, syllables, and sounds (phonemes): • Recognizes and produces rhyming words • Counts, pronounces, blends, and segments syllables in spoken words • Blends and segments onsets and rimes of singlesyllable words • Isolates and pronounces the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonantvowel-consonant) words • Adds or substitutes individual sounds (phonemes) in simple, one-syllable words to make new words

Phonics & Word Recognition Phonics & Word RecognitionWith prompting and support: • Begins to recognize that letters

represent sounds • Begins to recognize own name

With prompting and support, applies beginning phonics and word analysis skills: • Links a sound to a picture of an

object that begins with that P Level 3: Child identifies what a common symbol represents

Knows and applies gradelevel phonics and word analysis skills in decoding words: • Demonstrates basic knowledge of one-to-one letter-sound correspondence by




K-2 Standards

and the names of other children in the classroom and common print around the classroom

sound. • Begins to link a sound to the

corresponding printed letter • Recognizes names of other

children in the classroom and common print around the classroom.

O Level 4: Child identifies 10 or more letters

P Level 4: Child reads two or more words

producing the primary or many of the most frequent sound for each consonant • Associates the long and short sounds with common spellings (graphemes for the five major vowels) • Reads common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are do, does) • Distinguishes between similarly spelled words by identifying the sounds of the letters that differ

Fluency FluencyAttends to fluent models of reading

Attends to fluent models of reading

M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book. . .

Reads emergent-reader texts with purpose and understanding

Begins to imitate fluent models of reading

Imitates fluent models of reading

M Level 5 ASSESSES IT

Writing Standards Text Types and Purposes of Writing Text Types and Purposes of

WritingWith prompting and support, uses a combination of drawing, dictating and emergent writing to: • Communicate ideas

With prompting and support, uses a combination of drawing, dictating and writing to: • Communicate opinions on

topics of interest (e.g., My R Level 5 : Child combines letters to form words (other than

Uses 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




K-2 Standards

favorite food is…)

• Communicate information

about a topic

• Tell a story

his or her name) for a purposeANDX Level 4: Child makes simple representations with a few details


R Level 6: Child writes a sentence, separating the words with spaces

opinion or preference about the topic or book • Compose informative/explanatory text in which they name what they are writing about and supply some information about the topic • Narrate a single event or several loosely linked events, tells about the events in the order in which they occurred, and provide a reaction to what happened

Production & Distribution of Writing Production & Distribution of Writing

With prompting and support: Shares drawing and writing with others

With prompting and support: Shares drawing and writing with peers to gather additional ideas and/or answer questions


With guidance & support from adults: Responds to questions and suggestions from peers and adds details to strengthen writing as needed

Recognizes that digital tools are used for communication and, with support and guidance, uses them to convey messages in picture and/or words

Recognizes that digital tools are used for communication and, with support and guidance uses them to convey messages in picture and/or words

EE Level 5: Child explains in a simple way how to make a piece of technology work

Explores a variety of digital tools to produce and publish writing, including in collaboration with peers

Research to Build & Present Knowledge-Writing Research to Build & Present Knowledge-Writing

Begins to participate in shared research and writing projects modeled by adults (e.g., community helpers)

Participates in shared research and writing projects modeled by adults (e.g. class explores how tadpoles become frogs and create visuals)

G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations

Participates in shared research and writing projects (e.g. explores a number of books by a favorite author & expresses opinions about them)




K-2 Standards

ANDW Level 5: Child interprets information (data) from a representation

With guidance & support from adults, begins to recall some information from experiences or gather information from resources

With guidance and support, begins to recall information from experiences or gather information from different sources

CC Level 3-5: Child describes a change in an object or situation, makes a verbal prediction at random, and gives a reason for the result of his or her experiment

With guidance & support from adults, recalls information from experiences or gathers information from provided sources to answer a question

STANDARDS FOR PHYSICAL DEVELOPMENT AND HEALTH NutritionMakes known health-related needs and/or interests and considers possible options( i.e., when thirsty, asks for water)

Recognizes, chooses and eats a variety of healthy foods from various cultures

K Level 5: Child makes a healthychoice and explains why it is good for him or her

Recognizes that healthy behaviors impact personal health

Helps to set and clear the table for meals, recognizing the appropriate materials needed

Identifies foods by their food group and where the food comes from, and knows the difference between healthful foods and those with little nutritional value

K Level 5: Child makes a healthy choice and explains why it is good for him or her

Identifies basic health terms related to family life: nutrition; personal health; safety and injury prevention

Child serves self, taking food from one container to another, using utensils

Shows a growing awareness of nutrition and independence in hygiene, nutrition and personal care when eating

K Level 5: Child makes a healthy choice and explains why it is good for him or herANDJ Level 4: Child manipulates small object with dexterity and precision

Demonstrates age-appropriate healthy practices to maintain or improve personal health

Engages, as possible, in food preparation

K Level 3: Child performs a personal care task with assistance

Safety Recognizes and names people Identifies how people help keep K Level 6: Child explains the Describes ways a safe and




K-2 Standards

who keep them safe in dangerous situations

them safe in dangerous situations reason behind a safety rule healthy school environment can promote health

Has an awareness of strangers. Can identify a stranger Identifies trusted adults and professionals who can help promote health and safety

Develops awareness of and the ability to follow basic safety rules and practices

Follows basic safety rules and practices

K Level 6: Child explains the reason behind a safety rule

Demonstrates behaviors to avoid or reduce personal health risks

Avoids hazardous chemicals and unsafe materials

Responds appropriately to harmful or unsafe situations, objects, substances and environments, and can identify the consequences of unsafe behavior


Identify safety rules and rules of games and physical activities

Seeks adult approval before approaching unknown pets

Demonstrates safety awareness and responsibility when using materials

K Level 4: Child performs a personal care task independently

Follows procedures for safe behaviors, including maintaining appropriate personal/physical space

Uses caution and keeps a distance from wildlife and unknown pets


Follows emergency routines after adult instruction


Fine Motor Holds drawing, writing and painting tools with fingers and thumb, creating more recognizable drawings (letters, shapes), but may hold the instrument too close to one end

Holds drawing, writing and painting tools by using a three-point finger grip, writing more detail, and drawing more recognizable facial features

J Level 5: Child uses a tripod grasp (thumb and two finders) to write or draw a letter, numeral, or closed shape

Currently no Fine Motor standards in Maine Learning Results.

Develops increasing strength, dexterity, and hand-eye coordination to use hands,

Continues to progress with use of utensils with limited spilling, using fork, and using knife for

J Level 4: Child manipulates small objects with dexterity and precision




K-2 Standards

fingers and wrists to manipulate objects

cutting

Cuts paper in straight line Demonstrates increased skills in using scissor grip to cut shapes or simple pictures while holding paper stationary with other hand

J Level 6: Child performs precise actions involving opposing hand movements

Completes interlocking puzzles Practices manual self- help skills, including dressing self and attempting to tie shoes

J Level 6: Child performs precise actions involving opposing hand movements

Uses increased skill in self serving with little spilling during meals, including using tongs

Uses small, precise finger and hand movements


Uses fingers, hands and wrists to manipulate a variety of small tools (e.g., stapler, hole punchers, spray bottles)


Gross Motor Gross MotorMoves purposefully from place to place with control

Coordinates complex movements in play and games

I Level 3: Child walks up or down stairs with alternating feet, jumps with both feet off the ground, or gallops

Demonstrates progress inmastering loco-motor skillsand non-loco-motor skills

Moves with an awareness of personal space in relationship to others

Understands movement concepts, how the body moves, an awareness of space and directionality, and that the body can move independently or in coordination with other objects

I Level 4: Child strikes a large moving object with his or her hand or foot

Demonstrates improving formwhen using various sportsequipment

Hops on one foot one time without losing balance or falling

Demonstrates progressive locomotive skills; successive hopping, and forward jumping. Has control over speed and direction and balance (running,

I Level 5: Child skips for eight or more repetitions (skips in a row)

Demonstrates simplecombinations of motorpatterns




K-2 Standards

sliding, galloping forward, back, right, left)

Jumps down from a step and forward ten inches

Demonstrates cooperative skills while participating in physical activities

Makes smooth transitionsbetween sequential motorskills

Walks forward and backward along a line or a beam using normal stride

Sustains balance during complex movements


Adapts and adjusts movementskills to uncomplicated,changing, environmentalconditions and expectations

Walks up and down stairs, alternating feet

Manipulates balls or similar objects with a full range of motion


Applies movement conceptsto a variety of fundamentalskills

Develops motor coordination and skill while using objects for a range of physical activities, such as pulling or throwing

Develops coordination and balance with a variety of playground equipment

I Level 6: Child strikes a small moving ball with a paddle, racket, or bat

Demonstrates a variety of loco-motor skills

Combines large motor movements with the use of equipment

Enjoys challenging him/herself to try new and increasingly difficult activities


Uses a series of motor skills to perform a movement pattern

Shows enthusiasm for mastery of gross motor movements through repetitive practice


Identifies the skill related fitness components of balance and coordination

Physical Health Status Physical Health StatusMaintains physical growth within the Centers for Disease Control and Prevention (CDC) recommended body mass index ranges for weight by height by

Participates in games, outdoor play, and other forms of exercise to enhance physical fitness


Engages in moderate to vigorous physical activity




K-2 Standards

ageDemonstrates body spatial awareness in relationship to stationary objects

Develops an awareness of personal health and fitness


Participates in physical activities to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance, and muscular strength

Participates in games, outdoor play, and other forms of exercise to enhance physical fitness

Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility


Identifies components of health-related fitness

Engages in adaptive physical activities, as appropriate

Health Knowledge and Practices Completes personal care tasks with increasing independence

Identifies specific practices that support body development and function


Recognizes that healthy behaviors impact personal health

Takes off coat and puts it where it belongs

Combines and uses different senses depending on the activity


Identifies ways to locate school and community health helpers

Participates in structured and unstructured physical activities

Recognizes the importance of doctor and dentist visits


Demonstrates behaviors to avoid or reduce personal health risks

Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness

Identifies medicine and what that it is used to stay healthy


Identifies influences on personal health practices and behaviors

Transitions from high-energy to low-energy activities

Identifies which school and community health helpers are needed in a given situation


Identifies situations where a health-related decision is needed

Follows routines independently Regulates own emotions and behaviors


Identifies components of health-related fitness




K-2 Standards

Cooperates during doctor and dentist visits and health and developmental screenings

Moves with an awareness of others

Identifies the skill-related fitness components of balance and coordination

Regulates own emotions and behaviors

Demonstrates the increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming


Describes the transmission and prevention of common childhood communicable diseases

Begins to take responsibility for meeting own needs

Participates easily and knows what to do in routine activities


Recognizes that there are multiple dimensions of health

Recognizes there are multiple components of health


Identifies the physical benefits and bodily responses related to physical activity.

Identifies physical changes that accompany moderate to vigorous activity


Participates in sleep routines K Level 4: Child performs a personal care task independently

STANDARDS FOR MATH Mathematical Practices Mathematical PracticesDevelops positive attitudes about math

Approaches math with enthusiasm.

Makes sense of problems and perseveres in solving them

Participates in whole group and small group math-focused activities

Associates math with engaging classroom materials and activities

Reasons abstractly and quantitatively

Recognizes the idea of a “problem” and “problem solving” in the physical and social world.

Recognizes the usefulness of math in everyday tasks

W Level 4: Child represents information (data) in abstract ways, AND W Level 5: Child interprets

Constructs viable arguments and critique the reasoning of others




K-2 Standards

information (data) from a representation

Communicates math ideas verbally and non-verbally

Uses math to solve problems in the context of classroom and home experiences

U Level 4: Child directly compares or orders things based on measurable attributes using the word same and words with er and est endings

Models with mathematics

Represents mathematical concepts using manipulatives

W Level 3: Child represents information (data) in concrete ways

Uses appropriate tools strategically

Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences

BB Level 5: Child sorts based on two characteristics and gives the reason

Attends to precision

Looks for and makes use of structure

Uses math terms in the course of everyday conversations


Looks for and expresses regularity in repeated reasoning

Counting and Cardinality Cluster Counting and Cardinality ClusterRote Counts to 10 and beyond by ones with increasing accuracy

Rote counts to 20 and beyond by ones with increasing accuracy

S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last number tells how many

Know number names and the count sequence

Recognizes and names written numerals 0-5

Recognizes and names written numerals 0 -10

S Level 4: Child identifies four or more single-digit numerals

Count to 100 by ones and by tens

Begins to subitize to determine how many (recognizes small quantities immediately)

Subitizes to determine how many (recognizes small quantities immediately)


Count forward beginning froma given number within theknown sequence (instead ofhaving to begin at 1)

Recognizes the relationship between numbers and quantities: connect counting to

Recognizes the relationship between numbers and quantities: connect counting to

S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last

Write numbers from 0 to 20 with written numeral 0-20 (with 0 representing a count of no




K-2 Standards

cardinality (0-5). cardinality (0-10) number tells how many objects)

Shows understanding that the last number name spoken tells the number of objects counted up to 5 (cardinality)

Shows understanding that the last number name spoken tells the number of objects counted up to 10 (cardinality)


Count to tell the number of objects

Shows understanding that the number of objects is the same regardless of their arrangement or the order in which they were counted

S Level 6: Child says how many more or fewer are in one set than in another set

Count to answer “how many?”questions as many as 10things arranged in a line,rectangular array, or a circle,or as many as 5 things in ascattered configuration; given a number from 1-10, count out that many objects

Begins to write number symbols 0-10


Compare numbers

Identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10

S Level 6: Child says how many more or fewer are in one set than in another set

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10.

Operations and Algebraic Thinking Operations and Algebraic

ThinkingResponds with number words and/or counting strategy, when asked the question, How many?

Associates quantity with a number name or written numeral


Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

Transitions from rote counting to 1:1 correspondence

Counts using 1:1 correspondence with increasing accuracy

S Level 3: Child consistently counts (with one-to-one correspondence) up to 10 objects

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds




K-2 Standards

(e.g., claps), acting out situations, verbal explanations, expressions, or equations

Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation


Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem

Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers)

W Level 3: Child re[resents information (data) in concrete ways

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation ((e.g., 5 = 2 + 3 and 5 = 4 + 1)

Acts out and solves story problems using sets of up to ten objects


Geometry GeometryRecognizes and namesdescribes simple shapes

Describes, sorts and classifies shapes using some attributes such as size, sides, and other properties

T Level 3: Child recognizes and names two-dimensional shapes (circle, triangle, square, rectangle)

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cones, cylinders and spheres)

Matches similar shapes Discovers connections between formal geometric shapes and the surrounding environment

T Level 3: Child recognizes and names two-dimensional shapes (circle, triangle, square, rectangle)

Describe objects in the environment using names of shapes

Explores three-dimensional and two-dimensional shapes in the environment

Combines materials to make three-dimensional and two-dimensional shapes

T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting

Correctly name shapes regardless of their orientations or overall size.




K-2 Standards

shapes(s)Uses puzzles and other learning materials to demonstrate beginning part/whole, shape and orientation concepts to solve problems

Breaks down shapes into parts and wholes

T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting shapes(s)

Identify shapes as twodimensional (lying in a plane, “flat”) or three-dimensional (“solid”)

Uses physical movement to gain understanding of orientation and directionality

Initiates activities that indicate understanding of directionality

GG Level 5: Child knows how to navigate around a familiar building

Analyze, compare, create and compose shapes

Responds to words indicating directionality and position through physical movement (near, far, beside, up, down, over)

Uses orientation and directionality words such as slides, flips and turns as shapes are manipulated

T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting shapes(s)

Analyze and compare two-andthree dimensional shapes, indifferent sizes and orientation, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length)

Uses symbols and/or objects to indicate beginning understanding of relative positions in space (i.e. creates simple maps; follows directions during nature walks)

GG Level 4: Child reads a simple familiar map, such as a map of the classroom

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes

Demonstrates or describes relative positions of objects, using words such as up, down, beside, over

GG Level 6: Child describes the location of familiar landmarks

Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

Describe relative positions of objects in the environment using terms such as above, below, beside, in front of, behind and




K-2 Standards

next to

Measurement and Data Measurement and DataMatches and groups similar objects

Describes, sorts and classifies groups of objects using one or more attribute

BB Level 4: Child sorts things based on one characteristic (attribute) and describes the reason

Describe and compare measurable attributes.

Recognizes measurable attributes of objects, such as length, weight and capacity of everyday objects (e.g., long, short, tall, heavy, light, big, small, full, empty)

Identifies and compares measurable attributes of everyday objects, using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, full, empty)

BB Level 5: Child sorts based on two characteristics and gives the reason

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object

Sorts, orders and classifies familiar objects by a single attribute (e.g., size, shape, color, texture, orientation, and position) and explains the reason

Begins to identify such words as "first", "next", and "last"

U Level 4: Child directly compares or orders things based on measurable attributes using the word same and words with er and est endings

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter

Uses seriation as a strategy for organizing materials

Uses discrete attributes to order and seriate materials

V Level 4: Child creates a unique (not copied) simple pattern with at least three repeats

Classify objects and count the number of objects in each category

Recognizes and duplicates simple patterns in the environment, including sound and movement patterns

Recognizes, duplicates, creates, and extends simple patterns using objects

V Level 3: Child recognizes, copies, or extends an existing simple pattern (such as ABABAB OR AABBAABBAABB)

Classify objects into givencategories; count the numbers of objects in each category and sort the categories by count

Demonstrates an understanding Uses past and future tenses and HH Level 3: Child uses words




K-2 Standards

of time periods (a short time a long time, “five more minutes”, morning, afternoon, night)

time words appropriately such as yesterday or tomorrow to refer generally to things in the past or future

Relates concepts of past, present and future to daily activities

Begins to understand concepts such as yesterday, today, and tomorrow

HH Level 4: Child uses words such as yesterday and tomorrow correctly

Participates in data collection activities

Responds to questions that can be answered through data analysis

CC Level 5: Child gives a reason for the result of his or her experiment

Explores and begins to use measurement tools

Represents data using simple charts and graphs (2-D or 3-D)


Uses non-standard units of measurement to measure objects; notices similarities and differences

U Level 4: Child creates a unique (not copied) simple pattern with at least three repeats

Connects measurement terms and concepts in everyday life

U Level 3: Child uses a measurement term

STANDARDS FOR SCIENCE Physical ScienceBegins to experiment with objects whose motion is affected by pushes or pulls of different strengths in different directions

Uses senses, tools (including technology) to observe, describe, discuss and attempt to explain the effects of different strengths or different directions of pushes and pulls on the object


K-PS2: Motion and Stability: Forces and InteractionsK-PS2-1: Plan and conduct an investigation to compare the effects of different directions of pushes and pulls on the motion of an object.

Answers questions about the effects of pushes and pulls (e.g. pulls objects attached to a

Plans and carries out, with teacher support, comparisons of motion and force using


K-PS2-2: Analyze data to determine if a design solution works as intended to change the




K-2 Standards

string, pushes objects with and without wheels, rolls objects, collides objects)

common objects and materials (e.g., which objects move faster or slower, which object goes faster or further when you just let go or give it a push)

speed or direction of an object with a push or pull

Records results of observations, with teacher support, using simple drawings, discussions, charts, photos or models and reflects on what was learned


Uses knowledge and skills learned through observation and exploration to create new and improved objects or processes (e.g., changes the surface material of a ramp or put bigger wheels on a car to make a difference in speed


Listens to stories, poems, finger plays about physical knowledge and begins to use vocabulary about speed, motion and stability in daily conversations

Listens to stories, poems, and finger plays about physical knowledge and uses vocabulary about speed, motion and stability in daily conversations

DD Level 5: Child talks about where different types of wildlife live or are found (habitats)

Constructs a system of tubes and/ or ramps for a marble to travel through; and discovers that steeper ramps will cause a marble to travel faster


Earth Science Using simple tools and guided investigation, explores differences in soil and water in different weather conditions and temperatures

Uses senses and tools (including technology) to observe, describe, discuss and generate questions about changes in weather over time (e,g., why ice


K-PS3 EnergyK-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface




K-2 Standards

melts faster in the sun than in the woods, why puddles evaporate in the sun but remain longer in the shade, why metal gets hot on a sunny day but not a rainy one)

Describes temperature, weather and seasons using words such as rainy, cold, warm, sunny, and identifies items used for protection, safety, and enjoyment in different weather conditions

Plans and carries out simple experiments about water and heat (turning water to ice when brought outdoors in winter or mud turning to dirt in the sun) and records observations using drawings, discussions, graphs and technology


K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area

Organizes weather related items (real objects or symbols) used in different weather conditions

Asks questions and investigates the ways that weather can affect things that can be done outside

BB Level 6: Child intently or repeatedly observes something and describes his or her discoveries in detail

K-ESS2 Earth’s Systems ESS2-1: Use and share observations of local weather conditions to describe patterns over time.

Makes simple observations about the sky and connects observations to what we do outside

Uses knowledge and skills learned through observation of the earth and sun to create new and improved objects or processes (e.g. creating shade on a hot day or changing the path of water away from the playground after rain)

CC Level 6: Child applies a conclusion he or she made from a previous experience to a new situation

ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs

Begins to understand the relationship between litter and cleaning up the earth

Demonstrates, through observation and investigation, an understanding that human action impacts the earth (i.e., use of resources and recycling, the process from cutting trees to recycling paper)

DD Level 6: Child explains how or why people's behavior can be harmful to the environment and offers an idea to help

K-ESS3 Earth and Human ActivityESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live




K-2 Standards

Demonstrates an understanding of how weather forecasts are used to select appropriate garments to wear or bring along when leaving home


ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather

Develops a sense of dangerous/severe weather in Maine


ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment

Life Science Uses senses to observe and describe properties of familiar plants and animals

Uses senses to observe and describe properties of familiar plants and animals


K-LS1 From Molecules to Organisms: Structures and Processes

Begins to use vocabulary for naming plants and animals moving beyond generic labels (e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to identify where they see such creatures

Uses vocabulary for naming plants and animals moving beyond generic labels (e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to identify where they see such creatures


K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive

Compares properties and needs of similar and different life forms using increasingly advanced vocabulary

Develops plans, based on observations and guided inquiry, to care for plants and animals in the classroom and surrounding area

DD Level 3: Child initiates or talks about performing an action helpful to plants or animals

K-2 ETS1 Engineering Design

Cares for plants and animals in the classroom and surrounding area and describes the needs of

Observes and describes animals in his/her immediate environment to learn what they


K-2 ETSI-1: Ask questions, make observations, and gather information about a situation




K-2 Standards

organism cared for need to live people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Begins to identify problems affecting the lives of plants and animals (including themselves) and, with teacher support, generates possible solutions

Uses nature journals, tally sheets and resource materials, with support, to summarize observations (e.g., make connections between the types and numbers of birds coming to a feeder in summer or winter by counting and categorizing)


K-2 ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem

Creates solutions, with teacher support, for classroom-based problems (e.g., staking up plants that grow tall)

G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations

K-2 ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

Uses and names a variety of tools

Listens to accounts and discusses pictures found in fictional or non-fictional books or media to enhance vocabulary and concept knowledge of living things and their environments


Identifies problems affecting the lives of plants and animals (including themselves) and generates possible solutions


With teacher support, creates drawings or models for possible solutions

DD Level 6: Child explains how or why people's behavior can be harmful to the environment and offers an idea to help




K-2 Standards

Compares tools or solutions and reflects on what works well

EE Level 6:

Designs and creates materials to change the behavior or incidence of creatures (e.g. bird feeders, butterfly gardens) in places

DD Level 3: Child initiates or talks about performing an action helpful to plants or animals

STANDARDS FOR SOCIAL STUDIES Civics and Government Civics and GovernmentDisplays awareness of role as a member of a group

Understands the reasons for rules in the home and classroom and for laws in the community

G Level 4: Child reminds others of classroom routines and social expectations AND FF Level 6: Child voices a sense of belonging to a community

Displays awareness of concepts of rights, duties, responsibilities, and participation

Knows that rules and laws are established by people

Understands and discusses why responsibilities are important


Identifies and compares similar and differing interests and opinions students have related to classroom traditions and decisions

Understands that people can take care of the environment through activities such as recycling

Displays awareness that rules and laws change

FF Level 6: Child voices a sense of belonging to a community

Selects, plans, and participates in a civic action or service learning project based on a classroom or school asset or need, and describes the project’s potential civic contribution

Participates in developing classroom rules and decisions


Assists, with support and G Level 5: Child performs an




K-2 Standards

guidance, in developing and participating in activity designed to care for the environment and/or community

action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations

Economics EconomicsUnderstands that an individual earns money through work

Explores and discusses differences between needs and wants


Identifies and explains where and how some products originate

Recognizes a variety of jobs Understands individuals may have to wait before buying a good or service they want


Describes how money is earned and managed in order to buy goods and services and save for the future

Explores materials that build a foundation for understanding economic concepts such as using money to buy goods and services

Geography GeographyRecognizes that people share the environment with other people, animals, and plants

Develops an understanding of the use and representation of simple maps, globes, and other geographic tools

GG Level 4: Child reads a simple familiar map, such as a map of the classroom

Uses simple maps, globes, orother geographic tools toidentify physical features andlocations of local and distantplaces

Recognizes various ways people communicate, travel, live, and work

Describes some physical features of the community

GG Level 6: Child describes the location of familiar landmarks

Demonstrates understanding of impact geographic features have on how people live and work in Maine, the United States, and other regions of the world

Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations

Recognizes that environmental changes can impact people, animals, and plants


Displays awareness that geographic features influence

FF Level 5: Child compares his or her own and others' family




K-2 Standards

how people live and work in their community and in other geographic regions

characteristics

History Uses words to describe time (i.e. yesterday, names of seasons, before)

Differentiates between past, present, and future


Demonstrates understanding of the sequence of events

Displays awareness of change in community

Demonstrates a basic understanding of how things, people, and places change over time


Describes how things, people, and places have changed over time

Develops awareness of diversity

Recalls events that happened in the past, such as a family or personal history

HH Level 5: Child shares a story about him- or her-self or family that happened farther back than in the immediate past

Demonstrates understanding of the uniqueness and commonality of individuals, families, and communities

Displays awareness of similarities and differences among individuals and families

FF Level 5: Child shares a story about him- or her-self or family that happened farther back than in the immediate past

COR Advantage Content Areas and Assessment ItemsAPPROACHES TO LEARNINGA. Initiative and Planning B. Problem Solving with Materials C. Reflection SOCIAL & EMOTIONAL DEVELOPMENTD. Emotions E. Building relationships with adults F. Building Relationships with other Children G. Community H. Conflict Resolution

PHYSICAL DEVELOPMENT & HEALTH I. Gross Motor Skills J. Fine-Motor Skills K. Personal Care & Healthy Behavior

LANGUAGE, LITERACY & COMMUNICATIONS L. Speaking M. Listening & Comprehension N. Phonological Awareness composed of three or more phonemesO. Alphabetic Knowledge P. Reading Q. Book enjoyment and knowledge R. Writing

MATHEMATICSS. Number & Counting T. Geometry: Shapes and spatial awareness U. Measurement V. Patterns W. Data Analysis

CREATIVE ARTSX. Art Y. Music: Z. Movement

AA. Pretend Play

SCIENCE & TECHNOLOGYBB. Observing & Classifying CC. Experimenting, predicting, and drawing conclusions DD. Natural & Physical World EE. Tools & Technology

SOCIAL STUDIESFF. Knowledge of self and others GG. Geography HH. History

For English Language Learners:ENGLISH LANGUAGE LEARNING (ELL) II. Listening to and Understanding English . JJ. Speaking English

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