galileo g3 assessment scales alignment with the head start

Galileo G3 Assessment Scales Alignmentwith the Head Start Child Development

and Early Learning Framework

Assessment Technology, Incorporated6700 E. Speedway Boulevard

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Assessment Technology, Inc., Publishers

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Printed in the United States of America. V1-113011

Galileo G3 Assessment Scales Alignment with the 1.877.358.7611 Head Start Child Development and Early Learning Framework ati-online.com Assessment Technology, Incorporated 2011

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Table of Contents

Table of Contents……………………………………………………………………………………………………………………………. i Galileo G3 Assessment Scales Alignment with the Head Start Child Development and Early Learning Framework………………………………………………………………. 1 Physical Development & Health Domain………………………………………………………………………………………………….. 5 Social & Emotional Domain…………………………………………………………………………………………………………………. 8 Approaches to Learning Domain…………………………………………………………………………………………………………… 10 Logic & Reasoning Domain…………………………………………………………………………………………………………………. 12 Language Development Domain…………………………………………………………………………………………………………… 14 Literacy Knowledge & Skills Domain……………………………………………………………………………………………………….. 16 Mathematics Knowledge & Skills Domain…………………………………………………………………………………………………. 18 Science Knowledge & Skills Domain………………………………………………………………………………………………………. 21 Creative Arts Domain………………………………………………………………………………………………………………………… 24 Social Studies Knowledge & Skills Domain……………………………………………………………………………………………….. 26 English Language Development Domain………………………………………………………………………………………………….. 28


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Galileo G3 Assessment Scales Alignment with the Head Start Child Development and Early Learning Framework

The Head Start Child Development and Early Learning Framework is designed to provide Head Start, and other early childhood programs, with a description of the developmental building blocks that are most important for a child’s school and long-term success. The 11 domains and 37 domain elements comprising the Framework outline the essential areas of learning and development for children ages 3 to 5 years old. These essential areas of learning and development are to be used by programs in a number of ways to guide local decision-making and action leading to positive outcomes for children, including:

the selection and implementation of curriculum and assessment tools as part of an overall approach to promoting positive outcomes for children;

connecting child assessment data to various aspects of Head Start program planning and design;

establishing school readiness goals consistent with state and local expectations;

monitoring children’s progress;

guiding the collection of child assessment data for other early childhood reporting systems; and

promoting continuous quality improvement in programs, child well-being and success.

Galileo Pre-K Online is uniquely designed to support systemic implementation of the Head Start Child Development and Early Learning Framework. Galileo is the first and most extensively integrated research-based online educational management system currently used in Head Start and other early childhood programs to support a collaborative, data-driven, and goal-directed approach to promoting positive outcomes. In fact, since 1987, Galileo Pre-K Online has been successfully implemented in support of Head Start, public-school preschool, and proprietary early childhood programs efforts in achieving these fundamental goals. Galileo Pre-K Online is a complete and fully integrated assessment, curriculum, and reporting system linking assessment, planning, individualization and the documentation of progress in ways that are directly articulated to the Head Start Child Development and Early Learning Framework. For example, the integrated set of goals established through the Framework are intended to help Head Start programs establish school readiness goals for children, monitor children’s progress, and align curricula and conduct program planning in ways that promote all aspects of child development and early learning. Galileo Pre-K Online is uniquely designed to facilitate these Framework goals through the implementation of a program-wide, systemic approach to educational decision-making and action leading to positive outcomes for children.


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Alignment with Head Start Domains: The Galileo G3 Assessment Scales provided by ATI to Head Start are aligned with and reflect the scope and intent of the Head Start Child Development and Early Learning Framework for children ages 3 to 5. The Framework, for example, is organized into 11 domains. Similarly the Galileo G3 Assessment Scales are organized into domains of knowledge.

This document is organized into 11 sections reflecting each Head Start domain and accompanying the Galileo G3 Assessment Scale. The following table displays the names of Galileo G3 Assessment Scales articulating each Framework domain. In addition, the number of capabilities assessed in each domain by each scale is indicated.

TABLE 1 Galileo G3 Assessment Scales articulating each Framework domain

3-5 Galileo G3 Assessment Scales Capabilities

Physical Development and Health 74

Social and Emotional Development 47

Approaches to Learning 30

Language Development 33

Literacy Knowledge and Skills 50

Mathematics Knowledge and Skills 47

Nature and Science 56

Creative Arts 36

Logic and Reasoning 36

Social Studies 45

English Language Acquisition 30

Alignment with Head Start Domain Elements Each Head Start domain includes domain elements that more specifically define its components. There are 37 Head Start domain elements comprising the 11 Head Start domains. The domain of Science Knowledge & Skills, for example, is composed of two domain elements: Scientific Skills & Method

and Conceptual Knowledge of the Natural & Physical World. These two domain elements are reflected in the Galileo G3 Nature and Science Assessment Scale as indicated in the following table.


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TABLE 2 Domain of Science Knowledge & Skills reflected in Galileo G3 Nature and Science Assessment Scale

Head Start Domain Elements for Science Knowledge & Skills

3-5 Galileo G3 Nature and Science Knowledge Areas

Scientific Skills & Methods

Conceptual Knowledge of the Natural & Physical World

Using Senses and Scientific Devices to Learn

Observing and Describing Living Things

Observing and Describing Physical Phenomena

Classifying Living Things

Classifying Physical Phenomena

Predicting Outcomes About Living Things

Predicting Physical Phenomena

Gathering and Presenting Data

Explaining Events and Outcomes

Questioning and Developing Hypotheses

As can be seen in the example above, the knowledge areas comprising the Galileo G3 Assessment Scales provide essential, in-depth and comprehensive alignment to the Head Start domain elements in a way that makes it possible to effectively assess children’s learning and provides meaningful learning opportunities guided by practical assessment information. Overall, the 37 Head Start domain elements are comprehensively represented through the 73 knowledge areas comprising the Galileo G3 Assessment Scales. These knowledge areas make it possible for Head Start programs to effectively assess the broad range and depth of knowledge

and skills acquired by young children during the early years of learning, including capabilities important for school readiness. As shown in the following table and as you read through each Galileo G3 Assessment Scale in this document, you will note that the Head Start domain elements for each Head Start domain are listed as columns on the upper-right side of section. The Galileo knowledge areas are listed as rows on the left side of each section. An “x” appears on the far right of each capability within a knowledge area to indicate alignment with the Head Start domain element.


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Return to Table of Contents

TABLE 3 Head Start domain elements for each Head Start domain are listed as columns on the upper-right side of section. The Galileo knowledge areas are listed as rows on the left side of each section.

Comprehensive, Validated Development Sequences Extending Key Knowledge, Behaviors and Skills The Head Start Child Development and Early Learning Framework provides examples under each domain element to offer more information about the key knowledge, behaviors, and skills within each element. As discussed in the Framework, these examples are not designed to be comprehensive nor are they reflective of what should comprise the totality of an assessment instrument. Moreover, the Framework is not a checklist to evaluate a child’s development and learning. Rather, the Framework guides the choice of assessment instruments and serves as a way to organize the data collected from those instruments. In high consistency with this view, each Galileo knowledge area is comprised of a full range of capabilities forming empirically-validated

developmental sequences. These empirically-validated sequences make it possible for Head Start programs to effectively and confidently use the results of assessment to provide developmentally appropriate learning opportunities to children based on individual abilities, strengths, interests, and needs. Moreover, the Galileo G3 Assessment Scales can be effectively utilized to measure growth over an extended period of time and to document program impact on children’s learning. The Galileo G3 Assessment Scales on the following pages are comprised of in depth, comprehensive, and empirically validated developmental sequences for Galileo knowledge areas and capabilities, reflecting the Head Start domains.


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Physical Development & Health (PDH)

PD

H-P

hysic

al

Health S

tatu

s

PD

H-H

ealth

Know

. &

Pra

ctice

PD

H-G

ross

Moto

r Skills

PD

H-F

ine

Moto

r Skills

3-5: Galileo G3 Physical Development and Health

OBTAINING NUTRITION

1 Chews all food completely prior to swallowing. x

2 Feeds his/herself without help. x

3 Independently selects and eats a variety of food types. x

4 Serves self an appropriate amount of food. x

5 Identifies examples of foods that are healthy. x

PRACTICING HYGIENE

6 Washes and dries hands with some supervision. x

7 Insists on washing and drying own hands. x

8 Brushes teeth with help. x

9 Begins to independently brush his/her teeth with supervision. x

10 Disposes of tissues appropriately in a container. x

11 Covers mouth with hand/tissue when coughing or sneezing. x

12 Brushes teeth in a correct fashion, without assistance. x

13 Uses tissues properly to blow/wipe nose, without assistance. x

14 Requests or initiates hand washing when needed (e.g., before eating). x

EXERCISING

15 Exercises large muscles (e.g., running, swinging, hopping, throwing). x

16 Participates actively in outdoor group games (e.g., kickball). x

17 Identifies a variety of games/exercises that help enhance fitness. x

18 Talks about ways exercise keeps us healthy, with assistance. x

DRESSING

19 Unzips zippers. x

20 Unfastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. x

21 Fastens clothing (e.g., snaps, Velcro, buttons, zippers), without assistance. x

22 Puts on front-opening garment, without assistance. x

23 Puts on pull-over garment, without assistance. x

24 Puts on shoes correctly, without assistance. x

25 Ties own shoes, without assistance. x


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Physical Development & Health (PDH) (Continued)

PD

H-P

hysic

al

Health S

tatu

s

PD

H-H

ealth

Know

. &

Pra

ctice

PD

H-G

ross

Moto

r Skills

PD

H-F

ine

Moto

r Skills


TOILETING

26 Uses bathroom, without assistance. x

27 Initiates a trip to the bathroom, without being prompted. x

28 Completes bathroom activities (clothing up/down, wiping, flushing) independently. x

29 Disposes of toilet paper/paper towels appropriately. x

30 Remains dry and unsoiled between bathroom trips. x

UNDERSTANDING OF HEALTH AND SAFETY PRACTICES

31 Has calm and settled rest periods. x

32 Cooperates by opening mouth for a quick visual exam. x

33 Properly uses corrective and assistive visual devices consistently (e.g., glasses). x

34 Uses assistive audiological devices, such as hearing aids, if appropriate. x

35 Understands that parents and teachers are helpful resources. x

36 Follows fire safety/fire drill rules, without assistance. x

37 Follows outdoor and indoor play rules, without prompts. x

38 Knows to stay away from harmful objects (e.g., broken glass, holes, rusty iron). x

39 Describes basic traffic safety rules, without assistance. x

40 Identifies nonedible/poisonous substances, without assistance. x

41 Identifies potentially dangerous situations/activities, without assistance. x

42 Tells why classroom rules are important (e.g., walk in the classroom, keep hands and feet to oneself). x

43 Tells why basic health practices are necessary (e.g., why people have to brush teeth, wash hands). x

44 Tells why people need to go to the doctor and dentist. x

DEVELOPING GROSS MOTOR CONTROL AND BALANCE

45 Walks to a destination without help. x

46 Jumps in place and off low objects, such as a step. x

47 Moves around obstacles with balance and direction. x

48 Stops and turns while running. x

49 Walks along a line on the floor, most of the time. x

50 Climbs up and down stairs. x


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Physical Development & Health (PDH) (Continued)

PD

H-P

hysic

al

Health S

tatu

s

PD

H-H

ealth

Know

. &

Pra

ctice

PD

H-G

ross

Moto

r Skills

PD

H-F

ine

Moto

r Skills


DEVELOPING GROSS MOTOR CONTROL AND BALANCE (CONTINUED)

51 Walks along a wide beam, most of the time. x

52 Climbs a short ladder (e.g., on playground toys). x

53 Jumps forward several times, maintaining balance most of the time. x

54 Balances on one foot for five seconds. x

55 Pedals a tricycle, steers and makes turns around obstacles and corners. x

56 Hops with direction and control, most of the time. x

57 Jumps backward without losing balance. x

58 Skips with direction and control, most of the time. x

59 Gallops maintaining direction and control, most of the time. x

DEVELOPING GROSS MOTOR COORDINATION

60 Throws a ball a short distance with accuracy, most of the time. x

61 Kicks a ball a short distance with accuracy, most of the time. x

62 Catches a ball thrown underhand from 3 to 5 feet, most of the time. x

63 Dribbles a large ball several times with both hands. x

64 Dribbles a large ball several times with one hand. x

DEVELOPING FINE MOTOR DEXTERITY AND CONTROL

65 Begins to use a fork. x

66 Eats with a fork and a spoon, or other appropriate utensils. x

67 Correctly holds a pencil or crayon. x

68 Cuts with scissors along a straight line. x

69 Cuts with scissors along a curved line. x

70 Uses scissors to cut out a pre-formed simple shape. x

DEVELOPING HAND-EYE COORDINATION

71 Strings large beads on a piece of yarn. x

72 Builds short structures with blocks or other materials (e.g., 3 blocks high). x

73 Builds tall structures with blocks or other materials (e.g., 10 blocks high). x

74 Uses computer keyboard/mouse for writing/drawing, without assistance. x



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Social & Emotional Development (SED)

SED

-Socia

l

Rela

tionship

s

SED

-Self-C

oncept

& S

elf-E

ffic

acy

SED

Self-

Regula

tion

SED

-Em

otional

& B

ehav.

Health

3-5: Galileo G3 Social and Emotional Development

LEARNING ABOUT SELF

1 Knows his/her own first and last names. x

2 Knows his/her age. x

3 Knows his/her gender. x

4 Refers to her/himself by positive characteristics (e.g., "smart" or "strong"). x

5 Describes his/her physical attributes (what I look like). x

6 Talks about his/her interests (what I like to do). x

7 Says positive things about his/her appearance. x

8 Talks positively about a recent accomplishment. x

9 Engages in reassuring self-talk or changing goals when frustrated or frightened. x

10 Begins using emotionally charged words (e.g., "I'm mad") to get needs met, as opposed to simply acting out needs. x

11 Answers the question, “How do you feel?” with a feeling word (e.g., angry, happy, mad, sad, alone). x

LEARNING COOPERATION

12 Follows established rules and routines in the classroom. x

13 Makes transitions between activities with minimal assistance. x

14 Comfortably accepts guidance and directions from a familiar adult. x

15 Uses classroom materials safely and for their intended purpose. x

RESOLVING CONFLICTS

16 Seeks support from familiar adults to resolve conflicts with peers. x

17 Moves around another child that is in her/his way (e.g., going up a slide). x

18 Stands up for her/his ownership rights (e.g., says "That's mine" to a child who takes her/his toy). x

19 Expresses wants and needs in conflict situations. x

20 Says, signs, or gestures to a child who is being offensive to stop the behavior. x

21 Suggests strategy (e.g., sharing) to resolve a dispute over an object/play thing. x

22 Shows the ability to compromise in conflict resolution. x

23 Uses negotiation to reach a solution. x

24 Maintains a negotiated plan. x

25 Uses passive strategies to manage escalating conflicts (e.g., avoids, disengages). x


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Social & Emotional Development (SED) (Continued)

SED

-Socia

l

Rela

tionship

s

SED

-Self-C

oncept

& S

elf-E

ffic

acy

SED

Self-R

egula

tion

SED

-Em

otional

& B

ehav.

Health

3-5: Galileo G3 Social and Emotional Development

DISCOVERING INDEPENDENCE IN DAILY ACTIVITIES

26 Gets materials needed for an activity, without prompts. x

27 Insists on routines for transitions (e.g., when parents drop-off the child at the center). x

28 Comforts self by engaging in calming/soothing activities some of the time. x

29 Accepts arrival and departure transitions as routine parts of the day. x

30 Carries out a classroom routine, without prompts (e.g., putting coat in cubby). x

BUILDING SOCIAL RELATIONSHIPS

31 Responds appropriately to greeting by familiar peers. x

32 Initiates greeting of familiar peers. x

33 Verbally or nonverbally invites a peer to play. x

34 Begins to recognize that others smile when they smile, and others look unhappy when they cry. x

35 Plays without disrupting or destroying the work of others. x

36 Says, signs, or gestures the names of friends. x

37 Chooses to express self to others safely/respectfully in calm situations. x

38 Joins a cooperative play activity using appropriate verbal/nonverbal strategies. x

39 Sustains a cooperative participation with others. x

40 Expresses encouragement in a variety of ways (e.g., clapping, cheering). x

41 Recognizes the impact of his/her actions on others' feelings. x

42 Respects the rights of others. x

43 Chooses to express self to others safely/respectfully in difficult situations. x

44 Recognizes inappropriate behavioral choices of self most of the time. x

45 Usually recognizes that inappropriate behavior leads to consequences. x

46 Expresses empathy or caring for others by consoling, comforting, or helping. x

47 Accepts the consequences for own inappropriate behavior most of the time. x



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Approaches to Learning (AL)

AL-I

nitia

tive &

Curiosity

AL-P

ers

iste

nce

& A

ttentiveness

AL-C

oopera

tion

3-5: Galileo G3 Approaches to Learning

TAKING INITIATIVE AND EXHIBITING CURIOSITY

1 Explores most areas of the classroom. x

2 Participates in an increasing variety of experiences independently. x

3 Combines materials, objects, equipment in new ways to produce multiple uses. x

4 Selects activities or objects from a choice of at least two in a daily routine. x

5 Selects activities that are within her/his capabilities, most of the time. x

6 Initiates preferred purposeful activities when playing in interest centers. x

7 Asks questions to find out about topics presented in the classroom (e.g. who, what, where, why, or how). x

DEVELOPING CREATIVITY AND INVENTIVENESS

8 Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). x

9 Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). x

10 Experiments with a variety of strategies to solve a problem or complete a task. x

11 Maintains concentration in an activity despite distractions or interruptions. x

12 Maintains interest in an activity for an appropriate period of time. x

13 Completes a simple self-selected activity or task. x

14 Corrects her/his own mistakes, some of the time. x

15 Persists with a difficult or non-preferred activity. x

16 Checks to see if a simple task has been completed, without being asked. x

GOAL SETTING AND PLANNING

17 While playing, says what s/he wants to accomplish, when asked. x

18 Sets a goal prior to beginning of an activity or a project. x

19 Says, signs, or gestures whether or not a simple task has been completed. x

20 Sets a goal, and with adult help, plans a small number of steps to achieve it. x

21 Revises, with adult help, a plan that has not produced the intended result. x


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Approaches to Learning (AL) (Continued)

AL-I

nitia

tive

& C

uriosity

AL-P

ers

iste

nce

& A

ttentiveness

AL-C

oopera

tion

3-5: Galileo G3 Approaches to Learning

LEARNING COOPERATION

22 Shares part or all of something with an adult. x

23 Shares part or all of something with a peer. x

24 Takes turns playing with a toy or object. x

25 Is helpful to an adult when prompted. x

26 Voluntarily helps a peer. x

27 Says, signs, or gestures when it is her/his turn in a game or activity. x

28 Establishes proximity to peers during an unstructured child-directed activity. x

29 Maintains proximity to peers during an unstructured child-directed activity. x

30 Completes a task (e.g. art project, assignment, drawing, skit) with a partner. x



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Logic & Reasoning (LR)

LR-R

easonin

g

Pro

ble

m S

olv

ing

LR-S

ym

bolic

Repre

senta

tion

3-5: Galileo G3 Logic and Reasoning

USING SYMBOLS IN PRETEND PLAY

1 Decides on a scene to act out. x

2 Mimics a movie, book, or past experience. x

3 Uses objects to represent characters (e.g., stuffed animal as the dad). x

4 Assigns parts to self and peers to act out scene. x

5 Uses body to act out pretend scene. x

6 Uses drawings to embellish scene. x

7 Talks to peers in pretend character. x

8 Reacts to peers remaining in pretend character. x

9 Acts out different roles (e.g., child, adult) in dramatic play situations. x

10 Uses dramatic play to make-believe with objects (e.g., cooking an egg). x

11 Uses materials in inventive/creative ways (e.g., table/chairs become airplane). x

12 Acknowledges a difference between pretend game and the reality of the classroom. x

13 Identifies parts of a story that could be real or make-believe (e.g., blue people, flying pigs). x

14 Practices building relationships with other children (offering direction, help). x

REASONING AND PROBLEM-SOLVING

15 Seeks assistance from an adult when attempting to solve a problem. x

16 Seeks assistance from peers when attempting to solve a problem. x

17 Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). x

18 Uses concrete materials to solve a problem (e.g., blocks to count). x

19 Tries out new ideas to see if they will work. x

20 Suggests an alternative solution to solve a problem, without assistance. x

21 Acts out a simple word problem using objects (e.g., shows 3 toy lizards takes one away). x

22 Draws a picture of a simple word problem (e.g., draws three dogs and then draws three more). x

SORTING AND CLASSIFIYING

23 Identifies which object does not belong in a group. x

24 Describes the similarities/differences between two events (e.g., day/night). x

25 Provides rationale for sorting objects into specific groups (e.g., all flat). x

26 Associates events/experiences with their intent(s) (e.g., school:learning). x


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Logic & Reasoning (LR) (Continued)

LR-R

easonin

g

Pro

ble

m S

olv

ing

LR-S

ym

bolic

Repre

senta

tion

3-5: Galileo G3 Logic and Reasoning

EXAMINING CAUSE AND EFFECT

27 Observes the effects of an action. x

28 Predicts the effects of an action. x

29 States the cause of an effect (e.g., what caused the tricycle to stop). x

SOLVING PUZZLES

30 Uses trial and error to solve a problem or puzzle. x

31 Puts a simple puzzle together, without assistance. x

32 Uses solution from a basic puzzle to solve a more difficult puzzle. x

33 Places 2 to 3 pictures in sequential order. x

34 Describes the sequential steps to perform a basic activity. x

35 Creates a duplicate AB pattern when shown an AB pattern (e.g., green, red, green, red). x

36 Creates an original AB pattern when shown an AB pattern (e.g., circle, square, circle, square). x



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Language Development (LD)

LD

-Receptive

Language

LD

-Expre

ssiv

e

Language

3-5: Galileo G3 Language

LISTENING AND UNDERSTANDING

1 Listens attentively to a conversation, story, poem, or song. x

2 Follows a simple one-step direction. x

3 Follows a small set of step-by-step directions, without prompts. x

4 Asks questions and/or makes comments about a story, poem, or song. x

5 Retells a familiar story, poem or song in his/her own words. x

6 Reacts appropriately to an exclamation (e.g., stop, look up, freeze). x

LISTENING AND UNDERSTANDING - RECEPTIVE VOCABULARY

7 Understands nouns commonly found in books for young children. x

8 Understands action words (e.g., give, run). x

9 Understands negative words (e.g., not, no). x

10 Understands positional words (e.g., top, bottom, on, in). x

11 Understands pronouns (e.g., she, he, it). x

12 Understands words that describe the qualities of objects (e.g., color, soft, cold). x

13 Understands past and future tense (e.g., went, will). x

SPEAKING AND COMMUNICATING - SELF-EXPRESSION

14 Repeats or tries different words/sentences to get another child or adult to respond. x 15 Uses appropriate words or gestures to share information or experiences. x

16 Asks questions to obtain information or assistance. x

17 Uses appropriate words or gestures to relate feelings, needs, or opinions. x

SPEAKING AND COMMUNICATING - CONVERSATION

18 Takes turns being a speaker. x

19 Responds to comments or questions from others during a conversation. x

20 Adjusts conversation to changes in topic. x

21 Changes inflection during a conversation to communicate meaning. x


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Language Development (LD) (Continued)

LD

-Receptive

Language

LD

-Expre

ssiv

e

Language

3-5: Galileo G3 Language

SPEAKING AND COMMUNICATING - EXPRESSIVE VOCABULARY

22 Uses basic rules of grammar in speech (e.g., personal pronouns, plurals, position words). x

23 Combines words to create meaningful short sentences. x

24 Uses negative words (e.g., not, no). x

25 Uses descriptive words with objects (e.g. pretty flowers). x

26 Takes apart and puts together compound words. x

27 Uses pronouns to refer to people and things (e.g., she, he, it). x

28 Uses past and future tenses (e.g., went, will). x

29 Uses possessive endings (e.g., Jose's, Emma's). x

30 Uses compound sentences (e.g., sentences joined by and, but, or). x

APPRECIATING LITERATURE - STORY TELLING

31 Recalls story events using some spoken dialogue. x

32 Draws pictures or uses dramatic play or music to tell a story. x

33 Makes up a story from beginning, to middle, to end. x



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Literacy Knowledge & Skills (LK)

LK-B

ook

Appre

cia

tion

and K

now

.

LK-P

honolo

gic

al

Aw

are

ness

LK-A

lphabet

Know

ledge

LK-P

rint

Concepts

& C

onventions

LK-E

arly W

riting

3-5: Galileo G3 Literacy

RECOGNIZING SOUNDS - PHONOLOGICAL AWARENESS

1 Recognizes matching and dissimilar sounds of consonants and vowels. x

2 Distinguishes between some beginning consonant sounds in spoken language. x

3 Says both syllables of a two-syllable word, with distinct separation. x

4 Recognizes rhymes in poems, readings, or conversation, most of the time. x

5 Distinguishes between some ending consonant sounds in spoken language. x

6 Creates rhyming words in play activities. x

7 Distinguishes between some vowel sounds in spoken language. x

8 Puts sounds together to make short words (e.g., k-a-t, cat). x

9 Segments short words into their component sounds (e.g., trick, t-r-i-k). x

INCREASING BOOK KNOWLEDGE AND APPRECIATION - STORY REASONING

10 Uses picture cues to tell what is happening in a story. x

11 Predicts story events using picture or verbal cues. x

12 Makes guesses about why things happen or change in a story. x

EXPANDING BOOK KNOWLEDGE AND APPRECIATION - INTEREST IN BOOKS

13 Selects books, sometimes, over other activities when given a choice. x

14 Request rereading of favorite book. x

15 Makes connections between her/his own experiences and those presented in books/stories. x

16 Handles books and other reading material with care. x

17 Views reading materials one page at a time (front to back), most of the time. x

18 Engages in pretend reading with other children, doll, or toy animal. x

19 Requests a favorite book by title, author, or illustrator. x

20 Initiates conversation with a peer or an adult about a story, book or poem. x

DEVELOPING PRINT AWARENESS AND CONCEPTS

21 Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). x

22 Recognizes that a spoken word/speech can be written and read. x

23 Knows that print conveys information to the reader (e.g., a message, facts, how to do something). x

24 Recognizes that pages are read from top to bottom. x

25 Recognizes that sentences are read from left to right. x


- 17 -

Literacy Knowledge & Skills (LK) (Continued)

LK-B

ook

Appre

cia

tion

and K

now

.

LK-P

honolo

gic

al

Aw

are

ness

LK-A

lphabet

Know

ledge

LK-P

rint

Concepts

& C

onventions

LK-E

arly W

riting

3-5: Galileo G3 Literacy

BUILDING EARLY READING SKILLS

26 Asks adults to read printed information such as signs, labels, advertisements. x

27 Recognizes his/her name in print. x

28 Predicts what word might come next in a familiar story, some of the time. x

29 Recognizes that words are separated by spaces. x

30 Identifies familiar short words in print, some of the time. x

31 Reads a printed label or a sign on a familiar object, some of the time. x

32 Tracks by moving his/her finger along text as it is read by an adult. x

33 Reads familiar words in a sentence from a book/poem, with assistance. x

BUILDING EARLY WRITING SKILLS

34 Uses scribble on paper to communicate a message. x

35 Communicates by scribbling and with some letter-like shapes. x

36 Draws figures and shapes to convey meanings. X

37 Draws horizontal and vertical lines. x

38 Holds pencil with thumb and forefinger. x

39 Uses a variety of writing tools and materials to communicate with others. x

40 Copies her/his name from a sample. x

41 Writes some letters. x

42 Writes using inventive spelling. x

43 Write her/his name, without assistance. x

44 Communicates by writing complete words. x

DEVELOPING ALPHABET KNOWLEDGE

45 Identifies all the letters in her/his name. x

46 Names 1 or more letters. x

47 Points to and names the first letter in familiar words. x

48 Names 10 or more letters. x

49 Identifies 1 or more sounds to corresponding letters. x

50 Identifies 10 or more sounds to corresponding letters. x



- 18 -

Mathematics Knowledge & Skills (MK)

MK-N

um

ber

Concepts

& Q

uant.

MK-N

um

ber

Rel.

& O

per.

MK-G

eom

etr

y

& S

patial Sense

MK-P

att

ern

s

MK-M

easure

ments

& C

om

parison

3-5: Galileo G3 Early Math

COUNTING AND COMPARING

1 Uses one-to-one correspondence when counting objects. x

2 Counts to find how many are in a group up to 5. x

3 Counts forward from a number > 1 to find how many are in a group. x

4 Counts to find how many are in a group up to 10. x

5 Counts to find out how many are in a group greater than 10. x

6 Counts backward to find how many are left. x

7 Writes numerals to indicate 6 or less objects. x

8 Writes numerals to indicate between 7 and 10 objects. x

9 Writes numerals to indicate between 11 and 20 objects. x

10 Answers questions about two sets of items using comparison terminology (e.g., more, less, greater than, fewer than, equal to).

x

11 Separates a group into two sets and identifies the number of items in both sets. x

IDENTIFYING NUMERALS

12 Identifies numerals 0 to 5. x



ADDING

15 Adds one to a small group, when asked. x

16 Indicates that a small group has more after some have been added. x

17 Adds two small groups by combining the groups and counting all the objects. x

SUBTRACTING

18 Indicates that a small group has less after taking some away. X

19 Indicates that one was taken away from a small group. X

20 Indicates how many are left after taking one from a small group. x


- 19 -

Mathematics Knowledge & Skills (MK) (Continued)

MK-N

um

ber

Concepts

& Q

uant.

MK-N

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ber

Rel.

& O

per.

MK-G

eom

etr

y

& S

patial Sense

MK-P

att

ern

s

MK-M

easure

ments

& C

om

parison


UNDERSTANDING FRACTIONS

21 Shows where to divide a whole object to make two halves. x

22 Exchanges two halves for a whole. x

23 Separates a group of objects in half. x

SORTING

24 Matches objects to an example. X

25 Sorts diverse objects based on a physical attribute (e.g., shape). x

26 Sorts diverse objects by one attribute, then by another (e.g., size, then shape). x

27 Sorts diverse objects based on multiple attributes (e.g., size and shape). x

ORDERING

28 Identifies the shorter or taller of two persons or things. x

29 Identifies the shortest or tallest in a group. x

30 Arranges objects in order by size. x

31 Places an object in its proper position in a group ordered by size. x

COMPREHENDING SPATIAL CONCEPTS

32 Understands object directionality concepts (e.g., right, left, up, down). x

33 Understands object position concepts (e.g., under, top, bottom, inside, behind). x

LEARNING ABOUT SHAPES

34 Identifies familiar shapes (e.g., circle, square, triangle, diamond) by name. x

35 Places a circle, square, or triangle appropriately on a foam board. x

36 Creates new shapes from familiar shapes by folding, cutting, or twisting. x

37 Identifies the sides and corners in a shape. x


- 20 -

Mathematics Knowledge & Skills (MK) (Continued)

MK-N

um

ber

Concepts

& Q

uant.

MK-N

um

ber

Rel.

& O

per.

MK-G

eom

etr

y

& S

patial Sense

MK-P

att

ern

s

MK-M

easure

ments

& C

om

parison


NOTICING PATTERNS

38 Repeats alternating movement patterns (e.g., up/up/down, up/up/down). x

39 Repeats an alternating visual pattern (e.g., red/green/red/green). x

40 Repeats an alternating auditory pattern (e.g., loud/soft claps). x

41 Extends a number series (e.g., 1,2,3 blocks to 4 blocks). x

42 Creates an alternating visual pattern using art or play materials. x

43 Repeats a pattern alternating numbers of objects (e.g., 1 cup/2 spoons). x

MEASURING

44 Uses non-standard unit (e.g., cut-out paper squares) to measure area. x

45 Uses non-standard units (e.g., paper cups) to measure volume. x

46 Uses non-standard units (e.g., paper clips) to measure length. x

47 Uses a familiar measuring device (e.g., ruler, scale, measuring cups). x



- 21 -

Science Knowledge & Skills (SK)

SK-S

cie

ntific

Skills

& M

eth

od

SK-C

oncept.

Know

. of th

e

World

3-5: Galileo G3 Nature and Science

USING SENSES AND SCIENTIFIC DEVICES TO LEARN

1 Uses senses (e.g., touch, smell) to learn about the natural and physical world. x

2 Attempts to learn about objects by taking them apart and rebuilding (puzzles, Legos). x

3 Uses tools to measure materials and make comparisons (e.g., scales, rulers). x

OBSERVING AND DESCRIBING LIVING THINGS

4 Describes what an animal is doing as it is being observed. x

5 Talks about characteristics of living things (e.g., leaf is soft). x

6 Describes the typical behaviors/habits of a familiar animal. x

7 Draws/talks about changes in her/himself over time. x

8 Describes/draws the type of shelter used by familiar animals. x

9 Draws/talks about what living things need to survive (e.g., plants need water). x

10 Draws/talks about observed life cycle changes in a familiar plant. x

11 Draws/talks about observed life cycle changes in a familiar animal. x

OBSERVING AND DESCRIBING PHYSICAL PHENOMENA

12 Draws/talks about different weather conditions (e.g., sunny, rainy). x

13 Draws/talks about physical changes observed in objects (e.g., ice melting). x

14 Draws/talks about patterns in the physical world (e.g., seasons, day/night). x

15 Associates objects/events with different temperatures (e.g., ice-low temp.). x

16 Draws/talks about aspects of Earth (e.g., soil, trees, mountains, ocean). x

CLASSIFYING LIVING THINGS

17 Distinguishes plants from animals. x

18 Distinguishes between land and water animals. x

19 Classifies animals into groups by the way they move (e.g., flying, running). x

20 Classifies animals into those that are domestic and those that are wild. x

21 Classifies animals based on their habitat (e.g., ground vs. tree dwelling). x


- 22 -

Science Knowledge & Skills (SK) (Continued)

SK-S

cie

ntific

Skills

& M

eth

od

SK-C

oncept.

Know

. of th

e

World


CLASSIFYING PHYSICAL PHENOMENA

22 Classifies objects by their state (e.g., liquid, solid, gas). x

23 Classifies objects into living and non-living categories. x

24 Classifies objects based on whether they are found in nature or made by people. x

25 Classifies objects based on their physical composition (e.g., metal, rock, soil). x

26 Classifies objects based on whether or not they require electricity/battery. x

PREDICTING OUTCOMES ABOUT LIVING THINGS

27 Predicts what might come next in a life cycle sequence (e.g., seed to plant). x

28 Predicts that a plant will die if it does not receive water. x

29 Predicts that an animal will seek shelter in bad weather. x

30 Predicts that a plant will die if it does not receive sufficient light. x

31 Predicts that human activity may threaten animal habitat/survival (e.g., logging, mining, introducing invasive species). x

32 Predicts that extreme weather (drought, freeze) will injure plants/wildlife. x

33 Predicts that plants may be destroyed when an animal population increases. x

PREDICTING PHYSICAL PHENOMENA

34 Predicts that it is likely to rain when dark clouds come. x

35 Predicts which way a scale will tip when a weight is added to one side. x

36 Predicts direction of an object when acted upon directly (e.g., thrown, pushed). x

37 Predicts changes in objects when heat/cold is applied (e.g., ice melts). x

38 Predicts changes in objects when liquid is added (e.g., sand, paper). x

39 Predicts that the steeper the incline, the faster an object will move. x

GATHERING AND PRESENTING DATA

40 Participates in simple investigations to answer questions. x

41 Uses observation as a way to gather data about an object or an event. x

42 Confirms observations with another child/adult. x

43 Repeats a procedure/action several times to confirm outcomes/patterns. x

44 Describes her/his data to other peers/adults. x

45 Uses more than one approach to gather data/answer a question (e.g., book, adult). x

46 Presents observations in a variety of ways (e.g., drawings, charts, maps). x

47 Generalizes data findings to similar situations (e.g., all seeds grow in soil). x


- 23 -

Science Knowledge & Skills (SK) (Continued)

SK-S

cie

ntific

Skills

& M

eth

od

SK-C

oncept.

Know

. of th

e

World


EXPLAINING EVENTS AND OUTCOMES

48 Shares ideas/thoughts when observing the natural world/physical phenomena. x

49 Provides an explanation for why an event/outcome occurred (e.g., flower wilted). x

50 Provides two explanations for why an event/outcome occurred (e.g., birds left). x

51 Attempts to explain why living things change (e.g., leaves turn brown). x

52 Tries to explain results of an experiment (e.g., bigger sponge holds more water). x

QUESTIONING AND DEVELOPING HYPOTHESES

53 Describes the functions of objects (e.g., containers hold things). x

54 Asks "Why" questions to learn more about a current/past event. x

55 Asks "What will happen if" questions to help predict a future event. x

56 Asks "How" objects and events are different/same. x



- 24 -

Creative Arts (CA)

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usic

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Cre

ative

Move.

& D

ance

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rt

CA-D

ram

a

3-5: Galileo G3 Creative Arts

ENJOYING MUSIC AND MOVEMENT

1 Shows an interest in using musical instruments to produce sounds. x

2 Shows an interest in listening to short musical selections. x

3 Sings or hums familiar songs or tunes. x

4 Uses movement to express what is being felt/heard in various songs or tunes. x

5 Talks about the kinds of music enjoyed (e.g., favorites). x

6 Experiments with singing/humming in different ways (e.g., loud/soft, fast/slow). x

7 Identifies the names of familiar instruments (e.g., drum, horn, guitar, etc.). x

8 Matches the type of sound to a particular instrument. x

9 Synchronizes movements to different patterns of beat/tempo, most of the time. x

10 Invents songs or tunes using voice or musical instruments. x

11 Uses instruments/songs to express feelings (e.g., happy, sad, angry, scared). x

12 Identifies differences in tempo, tone, and volume, most of the time. x

13 Uses instruments or songs to represent events (e.g., thunder, animal sounds). x

14 Matches pitch and tempo during a singing activity most of the time. x

CREATING VISUAL ART

15 Works with other children on a cooperative art project (e.g., mural). x

16 Takes care of art materials/supplies (e.g., washes brushes, covers paint). x

17 Creates collages with various materials and textures (e.g., fabrics, pictures). x

18 Draws representations of human and animal figures. x

19 Creates 3-dimensional masks (e.g., clowns, animals) with various materials . x

20 Draws recognizable environmental objects (e.g., house, trees, ball). x

21 Participates in various art activities (e.g., paint, sculpture, collage, masks). x

22 Selects materials that will be needed for a self-initiated art project. x

23 Draws some details in representations of animals, people, or objects. x

24 Describes a self-made art project (tells what it is about) to a child or adult. x

25 Uses various tools to create art projects (e.g., rollers, string, straws). x

26 Recombines and experiments with art materials to see what happens. x

27 Describes the steps/plan for constructing a self-initiated art project. x

28 Uses a variety of colors to create moods or feelings in artwork. x

29 Draws a series of pictures that depict a story. x


- 25 -

Creative Arts (CA) (Continued)

CA-M

usic

CA-

Cre

ative

Move.

& D

ance

CA-A

rt

CA-D

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a

3-5: Galileo G3 Creative Arts

PARTICIPATING IN DRAMATIC PLAY

30 Uses dramatic play to express feelings (e.g., fear). x

31 Acts out a real or make-believe character during dramatic play. x

32 Acts out stories or situations during a dramatic play activity. x

33 Describes the story or situation that will occur during dramatic play. x

34 Uses dramatic play to practice cooperation (e.g., who sets table, cooks). x

35 Practices "working out" new situations (e.g., going to doctor, new baby, trip). x

36 Uses dramatic play to ask questions to gain new knowledge from others. x



- 26 -

Social Studies Knowledge & Skills (SSK)

SSK-S

elf,

Fam

ily,

Com

munity

SSK-P

eople

and t

he

Environm

ent

SSK-H

isto

ry

& E

vents

3-5: Galileo G3 Social Studies DISCOVERING FAMILY

1 Shares personal family stories and traditions. x

2 Identifies family members and relationship to each. x

3 Tells each family member's duties or responsibilities in the household. (e.g., who cooks, who does laundry). x

PARTICIPATING IN THE CLASSROOM COMMUNITY

4 Demonstrates cooperative behaviors such as helping, turn-taking, sharing, comforting, and compromising. x

5 Demonstrates increasing ability to make independent choices. x

6 Engages in problem-solving behavior with diminishing support from adults (e.g., negotiating roles in play). x

7 Demonstrates increasing ability to follow through on plans. x

8 Demonstrates awareness of the outcomes of one's own choices. x

EXPLORING THE GREATER COMMUNITY

9 Describes or illustrates the roles/responsibilities of community workers. x

10 Tells why cars and people need to stop at red lights. x

11 Identifies landmarks to describe location of residence or school (e.g., school is by the store). x

12 Differentiates the United States flag from other flags by pointing. x

13 Signs, gestures, or talks about neighborhood resources (library, post office). x

LOOKING AT SPATIAL REPRESENTATION AND MAP SKILLS

14 Demonstrates and uses terms related to location, direction, and distance. x

15 Demonstrates an understanding of how to get around in familiar environments such as home, neighborhood, or school, under supervision. x

16 Describes and represents the inside and outside of familiar environments such as home, school, or playground. x

17 Demonstrates the ways that streets and buildings can be identified by symbols, such as letters, numbers or logos (e.g., addresses, street signs). x

18 Demonstrates how maps can be useful to finding places such as streets, homes, and places to visit. x

EXAMINING THE ENVIRONMENT

19 Identifies road by pointing. x

20 Identifies school building by pointing. x

21 Recognizes and names the immediate surroundings of home following supervised explorations (e.g., water to drink, dirt to plant). x


- 27 -

Social Studies Knowledge & Skills (SSK)(Continued)

SSK-S

elf,

Fam

ily,

Com

munity

SSK-P

eople

and t

he

Environm

ent

SSK-H

isto

ry

& E

vents

3-5: Galileo G3 Social Studies

EXAMINING THE ENVIRONMENT (CONTINUED)

22 Identifies trees and flowers in real world or in pictures. x

23 Identifies land formations around school yard (e.g., mountains, hills). x

24 Names animals that live in neighborhood (e.g., birds, ants, raccoons, coyotes, snakes). x

25 Identifies that animals live in plants (e.g., birds nest in trees or cacti). x

26 Draws/talks about plants, animals, and people who live or use a specific place (e.g., ocean, forest, desert). x

CONSERVING RESOURCES

27 Throws trash in garbage can. x

28 Points out recycling container in the classroom. x

29 Tells what goes into the recycling container in the classroom. x

30 Makes use of used materials when possible (e.g., scratch paper, uses both front and back of paper). x

31 Describes what recycling is. x

32 Tells why recycling is important (e.g., saves trees, trash doesn't take up space in dumps). x

33 Tells adult why putting trash in garbage cans is good for the environment (e.g., trash can hurt animals, trash can clog streams). x

TALKING ABOUT THE PAST, PRESENT, AND FUTURE

34 Begins to use the language of time (e.g., day, night, yesterday, today, tomorrow). x

35 Begins to use or respond to the language of time such as related to daily routines or schedules. x

36 Identifies events that might occur in the future. x

37 Labels days by function (e.g., school day, field trip day). x

38 Shares episodes of personal history from birth to present, through personal memorabilia or connected to stories. x

39 Arranges sequences of personal and shared events through pictures, growth charts, and other media. x

40 Predicts future career or what life will be like as an adult (e.g., "I will be a fireman when I grow up."). x

RESPECTING DIVERSITY

41 Shows recognition of and respect for differences between genders. x

42 Shows respect for those with special needs. x

43 Shows respect for members of different cultures. x

44 Shows respect for varying family structures. x

45 Tells one way a classmate is like him/herself (e.g., we both have brown eyes). x



- 28 -

English Language Development (ELD)

ELD

-Receptive

English S

kills

ELD

-Expre

s.

Eng.

Lang.

Skills

ELD

-

Engagem

ent

in E

ng.

Lit.

Act.

3-5: Galileo G3 English Language Acquisition

COMPREHENDING SPOKEN LANGUAGE FOR ENGLISH LEARNERS

1 Plays with English-speaking children. x

2 Follows teacher directions by listening and copying the actions of peers. x

3 Waves or shows nonverbal response when teacher says "hello" and “good-bye”. x

4 Appropriately moves hands and feet during finger plays (e.g., hokie pokie, itsy-bitsy spider). x

5 Communicates nonverbally in response to words (e.g., snack, lunch, bathroom, juice). x

6 Shakes head “yes” or “no” to answer questions appropriately. x

7 Identifies objects, colors, or body parts by pointing. x

8 Responds to questions (e.g., who, what, where, why, when, and how). x

9 Follows a simple direction (e.g., open the door, hang up your jacket). x

10 Follows multi-step directions. x

SPEAKING FOR ENGLISH LEARNERS

11 Responds to greeting with “hello” or “good-bye”. x

12 Gives one word answers to questions. x

13 Sings or repeats single words during conversations and songs. x

14 Asks for items in English (e.g., water, toy, pencil, book). x

15 Uses a verb and noun together. x

16 Participates/talks with peers during free play. x

17 Answers teacher’s questions during structured class time. x

18 Asks questions (e.g., who, what, where, why, when, and how). x

19 Talks in complete sentences. x

20 Tells/talks about a personal experience in English. x

21 Expresses emotions (e.g., happiness, sadness, anger) with English words. x


- 29 -

English Language Development (ELD) (Continued)

ELD

-Receptive

English S

kills

ELD

-Expre

s.

Eng.

Lang.

Skills

ELD

-

Engagem

ent

in E

ng.

Lit.

Act.

3-5: Galileo G3 English Language Acquisition

PARTICIPATING IN LITERATURE FOR ENGLISH LEARNERS

22 Points to and identifies pictures using one word descriptions. x

23 Puts thumb up or thumb down to answer question in circle time. x

24 Answers the question with one word, “What is this book about?” x

25 Puts pictures in sequence to retell a story. x

26 Recites a learned English poem or song. x

27 Answers questions in English during circle time. x

28 Talks about a story read in English. x

29 Answers questions about a story (e.g., who, what, where, when, and how). x

30 Identifies the beginning, middle, and end of a story. x


galileo g3 assessment scales alignment with the head start

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