Adaptations Used with the PS DRDP-R for Children with IEPs and DRDP access
Environmental and/or behavioral adaptations may be necessary to support a child’s participation in activities and interactions in the classroom. The IEP team is responsible for identifying the appropriate adaptations for the child.

Seven adaptations for children with disabilities have been identified for use with the PS DRDP-R for Children with IEPs and DRDP access. The IEP Team should consider which of these adaptations would be helpful for the child in the program setting. These should be recorded on the IEP so that they will be in place when the child is observed for the assessment.

AUGMENTATIVE OR ALTERNATIVE COMMUNICATION SYSTEM
Another system of communication may be used when the child cannot use spoken language. Examples include: sign language, picture cards, and electronic communication devices. It is important to use these systems as part of the observation and not just to elicit responses. Assessors should observe the child using language in a natural context rather than contriving an adult-directed situation. The child’s home language, if other than English, is also acceptable.

VISUAL SUPPORT
A child who does not see well, might need visual supports in the environment. Any type of visual support is acceptable, including: adjustments in contrast, adjustments in lighting, distance from objects, increased size of materials, and verbal description of events.

ASSISTIVE EQUIPMENT OR DEVICE
Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including: walkers, splints, special utensils, and switches.

FUNCTIONAL POSITIONING
Functional positioning is important so that the child has the stability needed to control his movements as much as possible. Positioning should enhance the child’s participation in typical routines and activities.

SENSORY SUPPORT
Sensory support may be needed for some children to allow them to focus attention and learn in their typical environments. Sensory support may include: reducing background noise, adjusting tactile stimulation, and adjusting visual stimulation.

ALTERNATIVE RESPONSE MODE
Some children demonstrate skills in a manner that looks different from their typical peers. For example, a child with autism may look out of the corner of his eye instead of establishing direct eye contact, or a child with a physical impairment may demonstrate atypical movement patterns. The form of a child’s response may differ from that of his peers and still may be considered to demonstrate mastery of a skill.

Socio-dramatic Play

Not yet at first level

Level 1

Exploring

Descriptor:

Shows recognition of self as individual, recognizing own name and names of familiar people

Examples:

• Communicates own name to someone else, “I am Margo.”
• Gestures with excitement when own name is used in gesture song.
• Points to peer and communicates his name, “That is Jackie.”
• Refers to adult by name or special gesture.
• Refers to things as “mine” or “Daddy’s.”

Level 2

Developing

Descriptor:

Describes self or others in terms of basic physical characteristics

Examples:

• “My hair is red!”
• “I’m big!”
• Says, “I am four,” or shows four fingers to indicate age.
• “Tami has long hair.”

Level 3

Building

Descriptor:

Describes self and others in terms of preferences

Examples:

• “I like red hair.”
• “David likes crackers.”
• “I like to jump rope.”
• “I like the play dough. It is nice and warm.”

Level 4

Integrating

Descriptor:

Accurately compares self to others

Examples:

• “My hair is red, but she has brown hair.”
• “I like to eat peanut butter. My mommy likes cheese.”
• Noticing a friend’s shoes, says, “We both have sandals on today!”
• “My daddy took us to the beach. I got in the water, but my sister didn’t.”

Not yet at first level

Level 1

Exploring

Descriptor:

Shows interest and/or pleasure when someone reacts to something he or she has done

Examples:

• When an adult tells the child she completed a really tall block tower, the child smiles with joy.
• Joins the adult in clapping with pleasure after completing a challenging task.
• When an adult comments about the child’s work on a puzzle, child smiles and continues to work.

Level 2

Developing

Descriptor:

Characterizes self positively in terms of specific activity that he or she is doing or has just finished

Examples:

• “I'm making a really big tower.”
• “Look what I made!”
• “I cleaned up with the sponge!”
• Says “We DID it!” after finishing a puzzle with a friend.
• Points or gestures with delight at a completed class mural.

Level 3

Building

Descriptor:

Characterizes positively own skills involved in doing a task

Examples:

• “I can kick the ball hard.”
• After helping with cleaning, says, “We are good helpers.”
• Shows another child some ways he knows to make a block tower more stable.
• After doing a puzzle with other children, says, “First we look for the corner pieces—that’s how we do it!”
• Shows or describes efforts at writing a letter or own name.

Level 4

Integrating

Descriptor:

Characterizes self positively in terms of generalized ability or skills

Examples:

• Demonstrates to another child how to kick a soccer ball.
• “I am really good at building things.”
• “I can help other kids on the computer.”
• “I am good at drawing.”

Not yet at first level

Level 1

Exploring

Descriptor:

Shows awareness when others are unhappy or upset

Examples:

• Watches to see if adult will come to help a child who is upset.
• Moves next to or away from child who is showing distress.
• Stops own play and looks at the child who is crying.
• Watches to see if adult will come to help a child who is upset.
• Moves next to or away from child who is showing distress.
• Stops own play and looks at the child who is crying.

Level 2

Developing

Descriptor:

Offers simple assistance when he or she thinks it is needed—even if not really needed

Examples:

• Pats or hugs a child who is upset.
• Points out a child who needs assistance to an adult.
• Offers own special toy or comfort object to child who is showing distress.

Level 3

Building

Descriptor:

Accurately labels own and others’ feelings

Examples:

• Draws picture representing child who is upset and makes a sad face herself.
• “Maria is smiling—she is happy today.”
• Points out picture in a book of someone who looks mad.
• “Fabio is scared of thunder.”

Level 4

Integrating

Descriptor:

Uses words or actions to demonstrate concern for what others are feeling

Examples:

• Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will come back soon.”
• Puts arm around a child who is standing alone and says, “I’ll be your friend. Want to play with me?”
• Goes to a child whose tower fell down and says, “I’ll help you build it again.”

Not yet at first level

Level 1

Exploring

Descriptor:

Seeks interaction with familiar adult for ompany, help, or comfort

Examples:

• Says to an adult, “I need help.”
• Repeats an action that a familiar adult found funny at an earlier time.
• Asks the adult sitting next to her to tie her shoes.
• Asks the adult to get something he or she cannot reach.

Level 2

Developing

Descriptor:

Attempts to establish a relationship with an adult by cooperating and interacting

Examples:

• Says to an adult, “I cleaned up the blocks like you asked.”
• Seeks out familiar adult to play a game with them.
• Asks an adult to help with something she may be able to do by herself.
• Often works and plays on own, but spends some time every day checking in with or cuddling with familiar adult.

Level 3

Building

Descriptor:

Seeks to share experience or get information from adult

Examples:

• Says to an adult, “Guess what I saw yesterday?”
• Goes to an adult with a question that she cannot answer independently.
• Asks an adult why other child is not going outside.
• Talks to an adult about things that interest him or her.

Level 4

Integrating

Descriptor:

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

Examples:

• Says to an adult, “I can help you setnthe table for snack.”
• Cooperates with an adult to find a way to bring water to the sandbox.
• Interacts with an adult to solve a problem he’s having with a puzzle.
• Plans an art activity with an adult.

Not yet at first level

Level 1

Exploring

Descriptor:

Interacts with nother child side-by-side as they play with similar materials

Examples:

• Plays with blocks next to Jose, who is also playing with the blocks.
• Hands another child a toy that he or she is looking for
• Hands a bucket to a child sitting next to him or her in and box.

Level 2

Developing

Descriptor:

Names another child as a friend or seeks out a particular child with whom to play

Examples:

• Says, “Jose is my friend.”
• Stands next to the same child for group walks.
• Frequently chooses to sit with a particular child at lunch.

Level 3

Building

Descriptor:

Engages in social games and pretend play with a particular child

Examples:

• Builds pretend city with Jose using blocks.
• Spends free playtime with particular child or children, pretending to be members of a family.
• “I like baking with Donna.”

Level 4

Integrating

Descriptor:

Prefers to play with a particular child who also expresses preference for him or her

Examples:

• Asks Jose, “Do you want to play with blocks or puppets?” and plays the activity Jose chooses.
• Has at least one close friend, with whom he or she shares a variety of games and activities.
• “Emma and I like to play together.”

Not yet at first level

Level 1

Exploring

Descriptor:

Interacts with other children side-by-side as they play with similar materials

Examples:

• Plays blocks side-by-side with other children.
• Hands another child a toy that he or she is looking for.
• Hands a bucket to a child sitting next to him or her in the sandbox.

Level 2

Developing

Descriptor:

Engages with another child or children in play involving a common idea or purpose

Examples:

• Plays with blocks with another child.
• Plays in sand to build a castle with several other children.
• Joins another child to help look for a lost toy.

Level 3

Building

Descriptor:

Shows preference for particular playmates, but plays cooperatively with a variety of children

Examples:

• Plays in blocks area with whomever happens to be there, then moves on to play with particular playmates on the climbing structure.
• Gets along easily with various playmates in different parts of the room or playground.
• Participates in short pretend play with several peers, but mostly interacts with one of them.

Level 4

Integrating

Descriptor:

Leads or participates in planning cooperative play with other children

Examples:

• Succcessfully organizes playmates tobuild a city out of blocks.
• Participates in pretend play with peers, following the agreed-upon roles.
• Successfully helps to negotiate where and how a small group of children can play.
• “We can make one big spaceship with the LEGOS. Want to try?”

Not yet at first level

Level 1

Exploring

Descriptor:

Asserts self using facial expression, words, or ctions in conflict situations, but needs an adult to suggest resolutions

Examples:

• Expresses that she wants another child’s trike and needs adult redirection so she does not try to take it.
• When another child tries to take a toy, pulls the toy back or protests, needing adult to suggest a solution.
• Needs adult to offer a way to join in other hildren’s play without disturbing their game.

Level 2

Developing

Descriptor:

Starts to use appropriate words and actions to express own desires and, when needed, seeks adult help to resolve a conflict

Examples:

• Seeks out adult and indicates that another child won’t give her a turn on the trike.
• Says or indicates to another child, “You are on my rug.”
• When child wants to play with trucks and all the trucks are being played with, goes to an adult and indicates that she needs a truck.

Level 3

Building

Descriptor:

Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs

Examples:

• “I need a turn on the trike. Let me use it.”
• “I want to play on the computer. When will it be my turn?”
• When he wants to play a game for four children and all the spots are taken, signals or asks another child if he can take his place.

Level 4

Integrating

Descriptor:

Considers the needs or interests of another child when there is a conflict and accepts or suggests some mutually acceptable solutions

Examples:

• “OK. I can use the trike for five minutes, then you can use it for five minutes.”
• Brings an egg timer over to a group waiting for turns on the computer.
• When children are crowding and pushing at the water table, the teacher says, “What’s happening here?” Someone says, “It’s too crowded.” Child says, “Okay, I will leave” and leaves.

Not yet at first level

Level 1

Exploring

Descriptor:

Shows awareness of physical differences in others

Examples:

• Shows interest by touching the hair of a child whose hair color or texture is different from his or her own.
• Shows curiosity about a new child whose physical features are different from his or her own.
• Shows interest when another child speaks another language.

Level 2

Developing

Descriptor:

Identifies physical differences and similarities between self and others

Examples:

• “I have a long ponytail, and she has a short one.”
• “Sonya and I both have brown eyes.”
• “I’m a girl, and Tony’s a boy.”
• “You are big, and I am little.”

Level 3

Building

Descriptor:

Expresses awareness of differences and similarities between self and others, such as language, culture, or special needs

Examples:

• “Juana speaks Spanish. I speak English.”
• Tries to imitate sounds of language unfamiliar to him or her.
• Shows interest in another child’s food or eating habits that are different for his or her own.
• “Why can’t Johnny eat peanut butter?”

Level 4

Integrating

Descriptor:

Demonstrates an understanding of inclusion or fairness through actions or words

Examples:

• Uses gestures and actions, such as pointing or waving, to include children who speak another language in a play activity.
• Gets out a puzzle that has large knobs on it for a younger child or child with a special need.
• Moves toys out of the way to make a clear path for a child in a wheelchair.
• Explains what a teacher said to a child who did not understand.

Not yet at first level

Level 1

Exploring

Descriptor:

Accepts active adult guidance and support to stop self from acting impulsively on desires or needs

Examples:

• When adult says she has to wait to use the easel, may show frustration but accepts an alternative activity.
• When it is time to move from one activity to another, often needs direct adult guidance to do so.
• Needs adult to offer a way to join in other children’s play without disturbing their game.

Level 2

Developing

Descriptor:

Sometimes follows simple social rules and routines to refrain from acting impulsively but often needs adult guidance and support

Examples:

• Goes to the lunch table when adult says it’s lunchtime, but needs to be reminded to wait for the food to be passed to him.
• Waits impatiently for toy, but does not grab it from other child.
• When adult says he or she cannot go outside to play now, child becomes upset but does not cry or act out.

Level 3

Building

Descriptor:

Tries to refrain from acting impulsively by using simple strategies such as distracting self, verbal reminders to self, or asking for adult help

Examples:

• Goes to adult for help when feeling frustrated about a child who will not give up the computer.
• When another child has the toy she wants, offers a different toy in exchange, or says, “OK, I will wait until you are done.”
• Asks an adult to read a book, then looks at the book while waiting for adult to come.

Level 4

Integrating

Descriptor:

Consistently uses a variety of socially acceptable strategies to stop self from acting impulsively

Examples:

• When unable to use the computer, finds another activity of interest until computer is available.
• When other children want to play with a set of markers she wants, offers a strategy such as, “Hey guys, we can each use one of the markers. I choose this one.”
• “I told Aurelio he can use the scooter in five minutes!”
• When the playhouse is full, says to an adult, “Can you call me when I can play in the playhouse?” then goes to the water table.

Not yet at first level

Level 1

Exploring

Descriptor:

Needs adult prompting or support to wait for turn

Examples:

• When all the easels are being used, follows an adult’s request to work at the art table until an easel is available.
• Goes with several other children to wash his hands and waits his turn when asked to by an adult.
• When another child tries to take a toy, he pulls the toy back or protests, needing an adult to suggest a solution.

Level 2

Developing

Descriptor:

Uses adult-structured turntaking procedures, including rules and cues

Examples:

• Accepts that her turn on the easel is over when she finishes one picture.
• Takes ticket or puts name card in a pouch or on a list.
• Accepts a timer or hourglass to determine start and end of a turn.

Level 3

Building

Descriptor:

Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time

Examples:

• “We each get a turn to paint.”
• Accepts the rule when another child says, “The rule is each kid gets five minutes.”
• “No cutting in line.”

Level 4

Integrating

Descriptor:

Routinely proposes turn-taking as a solution to conflicts over materials and equipment

Examples:

• “He paints first, then me, then you.”
• When several children want to play with the basketball, says, “Let’s take turns.”
• Reminds other child to take a ticket and wait for his turn on the trike. “Justin can wash his hands first.”

Not yet at first level

Level 1

Exploring

Descriptor:

Tries to keep control over space and materials he or she is using

Examples:

• Keeps all the crayons near her even if only using one or two colors.
• Keeps the favorite cookie cutter to use with the play dough, even if he is not using it at the time.
• When playing at the sand table, tries to keep all the cups.
• Thinks the red cape is his and gets upset when he sees somebody else wearing it.

Level 2

Developing

Descriptor:

Maintains control of materials or space that he or she cares about, but allows others to use the rest

Examples:

• Lets another child use some crayons, but moves the colors he wants close by.
• Lets another child take a book from a pile next to her, but holds onto a few that she particularly likes.
• Has a conflict with another child over dolls in the house area, but complies when an adult asks that each of them pick one doll to play with.

Level 3

Building

Descriptor:

With adult prompting, shares with another child material or space he or she is using or wants to use

Examples:

• Hands a triangle to another child when asked to do so by the teacher.
• When asked to move so another child can have room, does so.
• When adult asks who will share the play dough, offers to share.
• Shares the bike when a teacher tells him that another child is waiting for a turn on the bike.

Level 4

Integrating

Descriptor:

Without adult prompting, invites others to share materials or space he or she is using

Examples:

• While coloring with crayons, offers a crayon to another child.
• Asks another child to look at pictures in a book with him.
• When another child comes to the dramatic play area, asks, “Do you want to be the mommy?” or says, “You can sit here.”
• Splits his play dough into three even parts to share with others.
• Invites another child to play with the dinosaurs, acting out what the dinosaurs are doing.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands the meaning of simple words, phrases, stories, and songs

Examples:

• Asks simple questions or makes simple comments after hearing a story.
• Produces words and phrases that are part of familiar stories and songs.
• Responds to simple questions or requests by an adult that are about objects, people, and actions in the immediate environment. For example:
  • “Nap time! Could you pass out the blankets, please?”
  • “Do you have a dog?”
  • “What is that?”
  • “Where is Chuy?”

Level 2

Developing

Descriptor:

Understands more complex words and phrases* in conversations, stories, and learning activities

* Includes words that tell location, color, body parts, noun and adjective combinations, and basic grammatical units

Examples:

• Responds appropriately to statements, questions, or requests that include more complex words and phrases, such as:
  • “Please go and sit next to Juana.”
  • “Please get a blue car.”
  • “Raise your arms up high.”
  • ”Where are the big paint brushes?”
• Responds appropriately to adult statements that include basic grammatical units, such as plurals, pronouns, contractions (he’d; we’ll), possessives (Helen’s), past and future verb tense (moved; will move).

Level 3

Building

Descriptor:

Understands language that refers to imaginary, past, or future events

Examples:

• During a classroom activity about what grown-ups do, communicates ideas about what he or she might want to do as an adult, such as driving, working, etc.
• When an adult is reading “The Very Hungry Caterpillar” and asks what might happen next in the story, says,“The caterpillar will eat more.”
• Understands that a field trip planned for next week is going to happen in the future.
• Responds to requests to describe events that happened in the recent past, such as, “Tell Mary about the trip we had to the zoo last week.”

Level 4

Integrating

Descriptor:

Understands language that describes how and why things happen

Examples:

• Responds to open-ended questions requiring elaboration or explanation, such as:
• “Why did Tiny Tim get sick?”
• “Do you think it was OK for Goldilocks to go in the three bears’ house like that? Why?”
• “How do plants grow out of seeds?”
• “How do firefighters help people when there is a fire?”
• “What would happen if...?”
• Follows and participates in discussions about situations she never experienced directly, such as how caterpillars become butterflies.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands one- and twostep instructions and requests about familiar routines

Examples:

• Understands when adult says:
• “Let’s put the paints away. It’s clean-up time.”
• “Please give Juan the crayon.”
• ”Please take off your jacket and put it in your cubby.”
• ”Let’s try it! Clap your hands and stomp your feet.”
• “Please clean up the block area and sit on the rug.”

Level 2

Developing

Descriptor:

Understands one- and two-step instructions and requests about unfamiliar routines or unrelated events

Examples:

Understands when adult says:

• “Put the cards away and then bring me your leaf picture, please.”
• “Please give the truck to Eli and then go get a book with dogs in it.”
• Follows simple instructions when learning a new game, such as:
• ”In this game, you tag one of the children in the circle and then run around the circle.”

Level 3

Building

Descriptor:

Understands three-step instructions and requests that are part of a familiar routine

Examples:

• Understands when adult says:
• “Please go ahead and finish your painting, then wash your brush and hang up your picture.”
• “Push your chair in and put away your book, and then please go wash your hands.”
• “If you want to play trains with Ceila, go get a train and ask her if you can put it on the track with hers.”

Level 4

Integrating

Descriptor:

Understands three-step instructions and requests that are about a new or unfamiliar situation

Examples:

• Understands when adult says:
• “Fold your paper like this, open it up, and paint just in the middle part.”
• “Please put some more chairs on the rug and make a chair circle, then put your book on one of the chairs.”
• “You may go outside to play, but please find Jess first and give him this box.”

Not yet at first level

Level 1

Exploring

Descriptor:

Produces phrases and simple sentences that communicate basic ideas and needs

Examples:

• Produces simple, understandable phrases and sentences, such as:
• ”I want mommy.”
• ”For you.”
• “More crayons.”
• “I like dogs.”
• “Lila is sick.”
• “Climb over.”

Level 2

Developing

Descriptor:

Uses three- to five-word sentences that contain nouns, verbs, and recently learned vocabulary

Examples:

• Sentences at this level include ones that use:
• Negative forms—“She won’t go,“ or “This isn’t a butterfly.”
• Linked nouns and adjectives—“I see a brown ball,” or “This is my green hat.”
• Past tense (walked, went) and future tense (will walk) verbs.
• Possessive pronouns (your, his) and articles (a, an, the).
• Uses newly learned vocabulary in sentences and phrases—“That’s an engine,” or “He’s important.”

Level 3

Building

Descriptor:

Uses words that are relatively precise and makes longer sentences by connecting shorter sentences

Examples:

• Produces longer, more complex sentences, such as:
• “I went outside with obby, but he left.”
• Are those Lu’s crayons, or can I use them?”
• ”I brush my teeth every day, in the morning and before I go to bed.”
• Uses new vocabulary words and asks what words mean.
• Uses words for categories to name groups of objects, such as desserts, vegetables, or clothes.

Level 4

Integrating

Descriptor:

Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict

Examples:

• Uses more complex language that may include:
• Describing imaginary things— “Dragons don’t need bikes because they can fly. If a dragon wants to ride a bike, it needs a really big bike!”
• Reasoning about events— “Maybe he was angry.”
• Problem solving—“You can use this dark green marker or ask Sally if you can borrow the olive green one.”
• Predicting—“If we finish early then we will have more time to play outside.”

Not yet at first level

Level 1

Exploring

Descriptor:

Communicates with others, using language for basic purposes, such as requesting, refusing, describing, and answering questions

Examples:

• Uses language to:
  • Make simple equests—“I want more juice.”
  • Refuse—“I don’t want that.” Describe things—“It has a long tail,” or “That is funny.”
  • Ask simple questions—“Can I have a ball?”
  • Answer simple questions—“It’s in the box.”

Level 2

Developing

Descriptor:

Has short conversations

Examples:

• Engages in short conversations such as:
  • Andre: “That’s my ball.” Jordan: “I want that one.” Andre: “The blue one is mine.” Jordan: ‘Well, I’ll play with this green one.”
  • Child: “I made a picture.” Adult: “I like it.” Child: “That’s my mom and that’s my sister.”
  • Adult: “What did you do over the weekend?” Child: “I went to Susie’s house.” Adult: “What did you do there?” Child: “We played in the sprinkler.”

Level 3

Building

Descriptor:

Has extended conversations about real or imaginary experiences

Examples:

• Engages in longer conversations, sharing experiences, such as:
  • Child: “I am getting a pretend vacuum cleaner.” Adult: “From your dad?” Child: “No, I am going with my aunt Joyce.” Adult: “Is she visiting you?” Child: “She’s staying until my birthday.”
  • Jose: “I am making cake.” Karl: “Is it chocolate?” Jose: “Yes, and marshmallow.” Karl: “Can I taste it?” Jose: “No, it’s not ready.”
  • Child: “I’m a bunny!” Adult: “Why are you a bunny?” Child: “Because I have long ears and a fluffy tail.” Adult: “Oh yes, I see.” Child: “...and I’m eating a carrot.”

Level 4

Integrating

Descriptor:

Has extended conversations that build on emotions, ideas, and information shared with the other person

Examples:

• Engages in extended conversations, clearly sharing own thoughts, such as:
  • Child: “I want to make a picture for my grandmother.” Adult: “Is it her birthday?” Child: “No, she is just coming tomorrow and I want to make a surprise.” Adult: “What do you want to draw?” Child: “I want to draw me and my dog. His name is Chocolate, because he’s all brown.”
• Picks up on topic or information introduced by the other. For example:
  • Fernanda: “Yesterday I got my brother’s bike, because he is too big for it.” Lucy: “My sister is too big for her bike too.” Conversation continues.

Not yet at first level

Level 1

Exploring

Descriptor:

Shows interest in new materials or activities by intently watching others and/or handling the materials

Examples:

• Watches adult pick up paper clips with the magnetic wand.
• Looks at or picks up new materials in the science or art area.
• Watches an adult and peers building a road in the wet sand.
• Plays with paint using hands and brushes.

Level 2

Developing

Descriptor:

Actively engages with new materials or activities by asking questions and performing simple investigations

Examples:

• Asks how to use the magnetic wand—“What do you do with that?”
• Squeezes glue bottle and watches glue come out.
• Pours water into sand and watches how much water a hole will hold.
• Pours water from a pitcher while putting her hand over spout.

Level 3

Building

Descriptor:

Uses a variety of strategies to learn more about objects or activities of interest

Examples:

• Uses magnetic wand to pick up different objects around the room.
• Looks at child building something, then tries to build the same.
• Asks questions about how to play a simple new board game and tries to play.
• Goes to a science table and examines a prism to figure out how it makes the light change.
• Uses a magnifying glass to look at a caterpillar.

Level 4

Integrating

Descriptor:

Puts materials or objects together in new and inventive ways to learn what will result or to create something

Examples:

• Combines bristle blocks with LEGOTM blocks to make a structure.
• After watching other children make a road in the sand with the shovels, tries to make a road using his hands or blocks.
• Mixes different color combinations, like blue and yellow or red and blue.
• On own initiative, gathers materials and makes a duck puppet using yellow paper, scissors, wooden sticks, and glue. Says, “See teacher Maria, I made my puppet.”

Not yet at first level

Level 1

Exploring

Descriptor:

Continues self-selected activities on own for a while, but needs help and reminders to keep doing activities requested by another person

Examples:

• Strings large beads, removes them from the string, and then strings them again.
• Builds a structure from blocks by himself.
• Needs adult encouragement to finish putting paints away.
• Joins others making paper fans. When he has difficulty folding paper he stops and says, “I can’t do it. I’m tired.” With teacher’s prompting, continues, and is able to make a fan.

Level 2

Developing

Descriptor:

Continues self-selected activities on own even in a distracting environment

Examples:

• Completes a puzzle even though another child has started to play with a noisy toy nearby.
• Continues to look intently at a bug, even though other children are riding trikes around him or her.
• Looks at a book or listens to a story on headphones from beginning to end.

Level 3

Building

Descriptor:

Usually works through difficulties encountered in activities

Examples:

• Works at completing a challenging puzzle, even if having trouble finding the right pieces.
• Rebuilds house made out of sticks when it tumbles.
• Persists at trying to trace her hand, even though it is hard to keep her fingers still.

Level 4

Integrating

Descriptor:

Returns to challenging or multi-step activities

Examples:

• Works over a number of days on adding to a structure he is building in the block area.
• For several days, attempts to pour water into a bottle at the water table until he or she is successful.
• Tries each day to climb higher on the climbing structure until he or she can climb to the top.
• Cuts out hearts to glue to a card, redoing it until he is satisfied with the result.
• Folds her paper, staples it, uses tape, and writes on the folded part. Asks adult how to write “Happy Birthday” and copies it.

Not yet at first level

Level 1

Exploring

Descriptor:

Remembers a few key features of familiar objects and routines

Examples:

• Without being told:
• Sits down for afternoon snack after free play time.
• Removes the cap from a marker and places it on the back of the marker.
• Opens a milk carton and inserts a straw.
• Puts on a paint smock before starting to paint.

Level 2

Developing

Descriptor:

Communicates memories about an unfamiliar event that happened earlier that day

Examples:

• Describes a funny thing his dog did in the morning.
• Describes a special snack the classprepared that day to his or her parent.
• Comments about a detail in a book he points to—“That’s the one with the dog.”
• Tells about a fire truck he or she saw on the way to school.

Level 3

Building

Descriptor:

Communicates memories about an unfamiliar event that happened on a previous day

Examples:

• Describes or draws a picture of a family celebration that happened the day before.
• Describes a trip to the zoo.
• Remembers that a firefighter came and talked to the class.
• Answers a question such as, “What did we do yesterday that was different?”

Level 4

Integrating

Descriptor:

Communicates memories about a sequence of related events that happened in the past

Examples:

• Tells his friend how he planted beans that just sprouted, “We put the beans in some water, and the next morning we put them in this cup of dirt. I watered them every day, and took the cup outside in the sun so the plants could grow.”
• Retells a story by relating the main events in sequence, “When Jack sold the cow and then planted the beans, the beans grew right up into the sky.”
• Acts out a scenario of “The Three Bears“ in the dramatic play area.

Not yet at first level

Level 1

Exploring

Descriptor:

Tries out actions to see what will happen

Examples:

• Mixes different primary colors together to see what happens.
• Blows into a straw to make bubbles in water.
• Pours water on a waterwheel at the water table.
• Lifts tube to make ball roll out of the end.
• Puts objects in water to see what sinks or floats.

Level 2

Developing

Descriptor:

Anticipates that a routine action will have a specific result

Examples:

• Knows to turn the handle on the water fountain to get a drink.
• Flips the light switch on when an adult says the room seems dark.
• Walks slowly to the sandbox with cup of water to avoid spilling.

Level 3

Building

Descriptor:

Shows understanding of familiar cause and effect through language or action

Examples:

• “I figured out how to get pink— we mix red and white.”
• After mixing paints and getting different colors, mixes differently colored play dough to get the same effect.
• Sees a balloon getting blown up and covers his ears in anticipation of a pop.
• “When I spin around fast, I get dizzy.”

Level 4

Integrating

Descriptor:

Explains or predicts the result of a familiar action—will not always be accurate, but will be reasonable

Examples:

• Sees a dark cloud in a picture book and comments that it will rain.
• “If we put the ice cube in the sun, it will melt and make water because the sun is hot.”
• Says that her tower fell over “because it was too high.”
• “If you have your shoe laces untied, you will trip.”
• Says, “If I let go of my paper outside, it will fl y away because it is windy.”

Not yet at first level

Level 1

Exploring

Descriptor:

Tries to solve simple problems, including using trial and error

Examples:

• Tries different ways to get a ball that has rolled under the sofa.
• Tries a square and a rectangle before finding the triangle to fit in a shape sorter.
• Turns a puzzle piece to get it to fit in a wooden puzzle.
• Tries to put on his or her coat by laying the coat down first then putting one hand in a sleeve.

Level 2

Developing

Descriptor:

Tries a strategy he or she saw someone else use to help solve a problem

Examples:

• Imitates another child building a bridge with long blocks.
• Watches another child dig out a toy in the sandbox using a stick, instead of a shovel, and then tries that on his own.
• After watching an adult, uses a block to retrieve a wedged toy.
• After watching another child, pushes a wagon that is too difficult to pull.
• During mealtime, tries to open the milk container by pushing the way teachers do.

Level 3

Building

Descriptor:

Uses familiar objects or actions in a deliberate way to solve problems

Examples:

• When building a bridge, first takes one long block and puts it across two other blocks to see if the size is ight before continuing to build.
• Uses a block as a doorstop when the classroom doorstop disappears.
• When the telephone in playhouse is missing, uses a curved block as a pretend phone.
• When an unfamiliar toy stops working, looks to see if batteries are missing.

Level 4

Integrating

Descriptor:

Tries out a set of actions to develop a strategy for solving problems

Examples:

• When building a bridge with unit blocks, runs out of the same size blocks, looks for alternative materials and continues building with them.
• Starts building a tower with a plan in mind even if it doesn’t work—for example, puts the tallest block first, then tries again with the biggest block on the bottom.
• When a ball gets stuck in a tree, comes up with several ideas of how to get it down.
• Looks at a picture to figure out how to build something.

Not yet at first level

Level 1

Exploring

Descriptor:

Engages in brief pretend play on own

Examples:

• Sits in a box or on a chair and pretends to drive.
• At the sandbox, pretends to make a cake by mixing sand and water in a pail.
• Uses plastic banana as telephone and pretends to call Grandma.

Level 2

Developing

Descriptor:

Engages in brief pretend play with a peer, sharing materials or ideas

Examples:

• Sits in box and says to another child, “I’m driving the bus to take kids to school.”
• Pretends to pour milk into cups and gives a cup to a peer.
• Stirs with a spoon in a bowl, pretends to taste, and says to a child who is also cooking, “It’s not ready yet.”
• Pretends to be a gas station
  attendant and pumps gas for trikes.

Level 3

Building

Descriptor:

Takes a role in a play situation with other children, but without planning the role or the pretend play

Examples:

• Joins in when he sees two children pretending to drive a bus, but does not talk to them about what role he will play.
• In a dinnertime dramatic play sequence with peers, plays the parent or child having dinner at the small table.
• In a ‘visit to the doctor’ dramatic play sequence, plays the doctor using the stethoscope and placing bandages on another child.
• Plays superhero game, rescuing another child.

Level 4

Integrating

Descriptor:

Takes a role in a play situation with other children where they have agreed on roles and how they will pretend play

Examples:

• Plays school bus, with one child playing the driver, another playing the child, and another the mommy helping her child.
• In block area, children create a zoo and assign roles such as zookeeper, cage cleaners, tour guide/bus driver, and bird keeper.
• Plays school with other children and assigns roles—“I’ll be the teacher, you be the calendar helper, and you be the snack helper.”

Not yet at first level

Level 1

Exploring

Descriptor:

Uses numbers up to three to describe quantities without counting

Examples:

• “I only have one cookie. I want two.”
• “I see three dogs.”
• Brings two cups to the sand table when adult asks for them.

Level 2

Developing

Descriptor:

Correctly recites numbers in order up to five

Examples:

• Recites the numbers 1 to 5 correctly.

Level 3

Building

Descriptor:

Counts up to five objects correctly, without counting an object more than once

Examples:

• Counts five bears in a story book, “1, 2, 3, 4, 5—there are five bears.”
• Brings the correct number of plates when an adult asks for six more plates for the snack table.
• When playing a board game with dice, rolls five, then counts five spaces while advancing her game piece.

Level 4

Integrating

Descriptor:

Counts at least ten objects correctly

Examples:

• Paints a picture of ten flowers, then counts the flowers and correctly indicates how many there are.
• Counts objects up to 13 during small group time, “I have 13 bears.”
• During small group for math, wants to see how many children are in the group, and counts eleven children correctly.

Not yet at first level

Level 1

Exploring

Descriptor:

Demonstrates that items can be grouped and counted

Examples:

• When there is a group of six cups and two cups, can point to the larger group.
• Takes farm animals and places horses together and counts, though may not count accurately.

Level 2

Developing

Descriptor:

When two groups are different by a large amount, correctly says one group has more objects than the other

Examples:

• When there is a group of ten cups and two cups, points to group of ten cups and says, “There are more cups here.”
• When setting the table, recognizes that more plates are needed.
• “There are more kids on that team!”

Level 3

Building

Descriptor:

Adds or takes away objects to solve everyday problems with groups of at least three objects

Examples:

• When setting the table for snack, puts out three cups, then says, “Oh, there are only two kids,” and takes one cup away.
• When asked to take away one car from a block structure, child removes a car and says, “Hey, now there are only two cars.”
• Adds one counting bear to her group of two when adult says, “You need to have three bears.”

Level 4

Integrating

Descriptor:

Does simple addition and subtraction problems with groups of up to five objects

Examples:

• Brings over two more cups to a group of two and says that there are four cups.
• Takes five goldfish for a snack, eats two, and says, “I have three left.”
• Has two blocks and gets three more. Says, “I have five blocks.”

Not yet at first level

Level 1

Exploring

Descriptor:

Recognizes differences among shapes without naming them

Examples:

• Puts a circle-shaped puzzle piece into the correct hole.
• Places shapes in variety of form boards/simple puzzles.
• Picks out circles from a set that contains circles, squares, and triangles.

Level 2

Developing

Descriptor:

Correctly names at least two shapes (circles, squares, triangles)

Examples:

• “The clock is a circle.”
• “My sandwich is a square.”
• Points to a plate and indicates that it is the same shape as a circle.

Level 3

Building

Descriptor:

Recognizes shapes when they are presented in new orientation or as parts of other objects

Examples:

• Identifies triangles even though some have equal sides, some have longer sides, and some are pointed downward.
• Identifies that the wheels of a car are circles and the windows are squares.
• Shows another child that he or she can put two triangles together to make a diamond shape.
• Turns and flips shapes to correct orientation to complete simple pattern block or Tangram puzzles.

Level 4

Integrating

Descriptor:

Describes characteristics and differences of several shapes

Examples:

• Looking at a circle and a triangle, says, “This one has a pointy part and it’s big; this one is curvy, but it’s little.”
• Says, “A triangle has three sides; a square has four sides.”
• Describing the difference between a circle and an oval, says, “An oval looks like an egg.”

Not yet at first level

Level 1

Exploring

Descriptor:

Shows initial understanding of order of events over time

Examples:

• Says, “Mommy will come after we eat lunch.”
• Indicates that outdoor time comes after circle time.
• During pretend play, puts something in oven, checks to see if it is ready, and then takes it out.
• On arriving at school, puts lunch in cubby and goes to teacher to get a name tag.

Level 2

Developing

Descriptor:

Knows that events can be in the past or future

Examples:

• Refers to something that happenedin the recent past, such as, “My mom just got back from a trip.” Refers to an upcoming visit from Grandma, saying, “My grandma is coming from Japan.”
• Talks about an event that happened a week ago, but says it happened yesterday.
• When child’s friend refers to his birthday, says, “I had my birthday already.”

Level 3

Building

Descriptor:

Indicates time of past, present, and future events

Examples:

• On Friday, says, Tomorrow there is no school.”
• “Today I’m going to Simon’s birthday party.”
• “Yesterday I was sick.”
• Points to the next day on calendar when an adult asks if his birthday is soon.

Level 4

Integrating

Descriptor:

Connects some events with specific times

Examples:

• Says, “My mom visits Grandma for lunch on Saturdays.”
• Knows the month of his or her birthday.
• “We don’t come to reschool on Saturday.”
• “I have soccer practice at four.”

Not yet at first level

Level 1

Exploring

Descriptor:

• Puts two circle tiles together.
• Puts self into the same category as other people—“We are both girls.”
• “We both have red backpacks.”

Level 2

Developing

Descriptor:

• Puts the big, medium, and small tiles together.
• During clean up, puts red, green, and yellow apples in different baskets.
• When cleaning up, puts away pencils, crayons, and markers into different baskets.

Level 3

Building

Descriptor:

• Separates tiles into circles and squares, regroups the tiles, and then separates them into red and blue.
• Helps make a class chart of the numbers of boys and girls. Then helps make another chart showing the numbers of children with brown eyes and blue eyes.
• Sorts buttons by color alone, regroups the buttons, then sorts again by shape or size or number of holes.

Level 4

Integrating

Descriptor:

• Separates tiles into four groups—blue circles, blue squares, red circles, and red sqaures.
• Removes spoons, forks, and knifes from the play kitchen, and sorts utensils into groups—big spoons, small spoons, big forks, small forks.
• Helps make a class chart of the number of boys with brown eyes, girls with brown eyes, boys with blue eyes, and girls with blue eyes.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands or uses words that describe some measurable property such as size, length, weight, or capacity (big or little)

Examples:

• “This pumpkin is SO heavy.”
• “My grandma lives far away.”
• “I’m thirsty. I want a big glass of water.”
• Gestures to indicate how big an object is.
• When asked to, brings the shovel with the long handle to the sand area.

Level 2

Developing

Descriptor:

Understands or uses words that compare size, length, weight, or capacity of objects (bigger or smaller)

Examples:

• Looks at two girls and identifies the one who has the longer hair.
• Says, “I’m taller than my friend Juan.”
• Hands a friend a large block when he says, “We need a bigger one for the bridge.”

Level 3

Building

Descriptor:

Tries to measure using tools (standard or nonstandard)

Examples:

• Asks teacher to mark his “tall tape” on the wall to see if he’s taller today.
• Tries to use hands or a stick to measure the length of a block tower.
• Uses a measuring tape to measure how long a large beetle is.
• Tries to use a scale to see how heavy a pinecone is.
• Fills the measuring cup twice to get two cups during a cooking activity.

Level 4

Integrating

Descriptor:

Describes and compares using standard or nonstandard measures

Examples:

• Measures a long block by putting smaller blocks along the edge and explains to another child, “The big block is the same as three small blocks.”
• Puts a pinecone on one side of the scale and a block on the other side and indicates that one is heavier than the other.

Not yet at first level

Level 1

Exploring

Descriptor:

Recognizes or identifies simple patterns created by others*

* simple patterns are in the form ABAB, such as red-blue, red-blue

Examples:

• Says, “This is red and blue and red and blue.”
• Recognizes a simple repeating pattern like colored stripes on a friend’s shirt.
• Sings, moves, or claps through part of a pattern song.

Level 2

Developing

Descriptor:

Builds or copies simple patterns

Examples:

• Uses objects like blocks, beads, or toys to form a repeating pattern.
• Participates in a clapping song with repetitive clapping patterns.
• Puts toy animals in a pattern (duck-cow, duck-cow).
• Lines up LEGO™ blocks and says, “Look, red, yellow, red, yellow.”

Level 3

Building

Descriptor:

Builds or copies a pattern using different objects

Examples:

• Creates red - red - blue - blue - red - red - blue - blue pattern with colored blocks on his own.
• Using a variety of objects (animals, vehicles, blocks, house-keeping toys, etc.), creates or extends a simple pattern on his own.

Level 4

Integrating

Descriptor:

Creates or extends a more complex pattern (more than two repeating elements)

Examples:

• Uses colored cubes to make red-white-blue, red-white-blue pattern.
• Strings beads on a necklace in a red-blue-purple, red-blue-purple sequence.
• Continues a clap-clap-stomp pattern with clap-clap-stomp.
• Creates own variation of the head, shoulders, knees, and toes pattern.

Not yet at first level

Level 1

Exploring

Descriptor:

Participates in literacy activities

Example:

• Listens to or looks at simple storybooks from beginning to end.
• Participates in singing familiar songs and rhymes.
• Draws a picture and presents it to the class during circle time.

Level 2

Developing

Descriptor:

Seeks out and engages in a variety of group and individual literacy activities

Example:

• Given the opportunity, spends time in the book area.
• Has one or more favorite storybooks and pretends to read them to self and others.
• Listens attentively to a story and asks questions or makes comments about specific events or characters in the books, such as, “Why is the boy sad?” or “That dog is silly.”
• Shows an interest in print in books and the environment. For example, asks, “What’s that say?”
• Runs to the rug when she sees the teacher approaching with books.

Level 3

Building

Descriptor:

Initiates and listens to reading materials and links content to own experiences

Example:

• During a book sharing that involves discussion about pets, says that he has a dog with spots, too.
• Requests that adult reads a book about butterflies to her, and then points to a butterfly when the class goes on a nature walk.
• Requests that adults sing specific songs or play specific rhyming games that his family does at home.
• Listens to a range of reading materials, including fiction or nonfiction (fairy tales as well as stories about real people and books on science) and relates these stories to her own experiences.

Level 4

Integrating

Descriptor:

Participates in reading activities, including discussions that relate the story to the outside world and predicts what will happen next in the story

Example:

• Compares the content of stories—“This story is not as funny as the one you read yesterday,” or “Diesel 10 was naughty in the other book, too.”
• After a book is read, participates in a discussion about the story or acts out the story in a dramatic activity (role play) or a song activity (making up words to a song that go with the story).
• After a book about plants is read, predicts what will happen to a seed when it is planted in the ground.

Not yet at first level

Level 1

Exploring

Descriptor:

Recognizes simple symbols (numbers, letters, logos) in the environment

Examples:

• Identifies one letter from an array of letters or umbers in the environment (although may not be correct).
• Points to a letter and asks, “What’s that letter?”
• Recognizes a logo for a known store or restaurant chain.

Level 2

Developing

Descriptor:

Knows some letters by sight and by name, or recognizes own name in print

Examples:

• Identifies first letter of own name. Kayla says, “That’s a K like my K.”
• Correctly names some letters in storybooks, artwork or logos, puzzles, or other presentations (alphabet poster).
• Recognizes some letters of the alphabet and can identify them from among an array (finds the letter L on an alphabet puzzle).
• Knows several or all of the letters in her name by sight and by name.
• Differentiates own written name from other names in familiar environments, such as labels on cubbies or chairs.

Level 3

Building

Descriptor:

Knows ten or more letters by sight and by name, and understands that letters make up words and have corresponding sounds

Examples:

• Identifies, by sight and name, at least ten letters (such as letters on the title page of a book or on a cereal box).
• Identifies own name without having any environmental clues—for example, sees his name in a book and says, “It says Tom, that’s my name!”
• Shows some awareness of the relationship between letters and sounds—“M goes /m/.”

Level 4

Integrating

Descriptor:

Knows most of the letters by sight and by name, and recognizes some familiar whole written words

Examples:

• Names most of the alphabet letters in various literacy activities, such as while reading an alphabet book.
• Recognizes similarities between two written words—“Hey, those both start with a B!”
• Has a begining repertoire of a sight word vocabulary containing common words (stop, go, exit, dog, cat, names of other children).

Not yet at first level

Level 1

Exploring

Descriptor:

Makes scribble-pictures to represent people, things, or events

Examples:

• Produces different marks to represent different objects or events (circles, scribbles). Draws a picture and says, “This is my brother.”
• Uses crayons, pencils, markers, and paints to draw and to write.

Level 2

Developing

Descriptor:

Makes letter-like symbols as pretend writing to represent ideas, and attributes meaning to writing

Examples:

• ‘Writes’ own name on a drawing using scribbles, random symbols, or letter-like marks.
• Dictates writing to an adult (draws a picture and asks adult to label it; makes a card and tells adult what to write on it).
• Attributes meaning to what one writes—points to a scribble and says, “This says ‘Mommy.’”

Level 3

Building

Descriptor:

Writes own name with some letters formed correctly

Examples:

• Writes own name on a picture with several letters correctly formed.
• Pretends to write a letter to her mommy and signs it with her name.

Level 4

Integrating

Descriptor:

Writes own name and simple words (mostly using correct letters)

Examples:

• Accurately writes his name on things he has made.
• Writes some familiar words in their drawing, such as ‘stop’ on a stop sign.
• Writes some simple words spelled correctly (e.g., cat, top, mom, I, go).
• Produces some writing and spelling through imitation (writes ‘DOG’ by looking at a poster and copying the word).
• Asks how to spell some words and for help with writing these words.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands the way books are handled and organized

Examples:

• Handles books following customary conventions (right-side up, turns pages from front to back).
• During reading interactions with adults, helps to turn pages.
• Participates actively with special book features, such as flaps for lifting or buttons for pushing to make noises.
• Starts reading a book on the first page.

Level 2

Developing

Descriptor:

Understands the role of print in telling a story, and uses printed materials to pretend to read

Examples:

• Holds book appropriately and pretends to read to others (people or toys), turning the pages as if reading a story.
• When looking at books, differentiates between the role of print and the role of pictures, for example:
• Points to print and says, “I’m reading.”
• Pointing to the words near a picture of a bunny and says, “That says ‘bunny.’”
• Points to print and says, “What’s that say?”

Level 3

Building

Descriptor:

Understands that print is organized into units, such as words, and knows some vocabulary that describes print

Examples:

• When reading a story with an adult, pretends to track words moving finger from left to right and top to bottom.
• Points to familiar words when an adult reads them a familiar book with big font. For example, when adult reads “Bear Goes to the Zoo,” points to familiar words ‘bear’ and ‘zoo.’
• Can point to a specific ord after an adult says it out loud—points to the word ‘cat’ when adult asks, “Where does it say cat?”
• Uses words that talk about print, including how it works and what it is used for (read, write, spell, letter, word).

Level 4

Integrating

Descriptor:

Understands how print is used in various ways in books, and understands the organization and purposes of different print materials

Examples:

• Uses many different types of printed material appropriately (looks at a menu and pretends to order food, follows directions on signs).
• Pretends to read familiar books aloud while pointing to the words one by one going from left to right and top to bottom (although may get off track).

Not yet at first level

Level 1

Exploring

Descriptor:

Engages in play with sounds in words and songs

Examples:

• Pays attention to songs and rhymes (claps, stomps, or sings to nursery rhymes).
• Repeats the order of two or three sounds in the environment (repeats a pattern of two claps followed by one stomp).

Level 2

Developing

Descriptor:

Shows awareness of words and syllables as units of sound

Examples:

• Claps out each word in “I am Matt” in a name game in the classroom.
• In a group activity, follows along when asked to clap the syllables in “e-le-phant.”

Level 3

Building

Descriptor:

Shows awareness of rhymes and sounds at the beginning of words

Examples:

• Thinks of words that rhyme with “cat,” such as “bat” and “hat.”
• When an adult asks, “What does the mouse see that starts with the /k/ sound?” says, “Cookie.”
• Says, “Cat and car sound alike at the beginning.”
• Raises her hand when asked, “Whose name starts with the /t/ sound?”

Level 4

Integrating

Descriptor:

Blends and segments parts of words

Examples:

• Blend two or more syllables into multisyllabic words, such as pic-nic to make picnic, di-no-saur to make dinosaur.
• Blends sounds together to form words, such as m + at or m + a + t to make “mat.”
• Segments syllables from words, such as removing “ball“ from “baseball“ to get “base“.

Not yet at first level

Level 1

Exploring

Descriptor:

Makes basic movements with confidence and ease

Examples:

• Moves body in response to music.
• Runs smoothly.
• Walks backwards smoothly.
• Jumps forward on two feet.
• Walks up steps one step at a time, putting both feet on each step.

Level 2

Developing

Descriptor:

Uses movement skills to go smoothly up, down, and through a variety of spaces

Examples:

• Follows movement prompts in a song.
• Attempts to throw a ball to another child.
• Climbs stairs with alternating feet.

Level 3

Building

Descriptor:

Uses complex movement skills in active play

Examples:

• Dances using steps in a simple routine.
• Travels and changes direction quickly.
• Climbs on a jungle gym.

Level 4

Integrating

Descriptor:

Participates in extended or integrated physical activities

Examples:

• Creates own dance steps to music.
• Participates in active play sequences that combine running, jumping, throwing, catching, kicking, etc.
• Throws a ball to another child with some accuracy or while doing something else.
• Throws a Frisbee.

Not yet at first level

Level 1

Exploring

Descriptor:

Manipulates large objects with fingers and wrists on both hands to accomplish a simple task

Examples:

• Unbuttons a large button.
• Turns two knobs at the same time on an activity box.
• Strings large beads.
• Tears paper into smaller pieces.
• Uses two hands to pour from a pitcher into a cup held by a caregiver.

Level 2

Developing

Descriptor:

Uses fingers and both hands, with each hand doing something different, to smoothly accomplish simple tasks

Examples:

• Cuts play dough with one hand while holding it in place with the other hand.
• Uses scissors to cut paper into smaller pieces.
• Positions large blocks using both hands.
• Using both hands, pours water from one container to another on own.
• Drives nails and pegs with a hammer.

Level 3

Building

Descriptor:

Uses fingers to manipulate smaller objects or objects requiring precise eye-hand coordination

Examples:

• Hits intended keys on a computer keyboard.
• Strings small beads.
• Balances small blocks in a tower, or connects EGOTM blocks.
• Holds crayon with fingers instead of fist.

Level 4

Integrating

Descriptor:

Shows increasing refinement and detail in fine motor movements requiring finger strength or control

Examples:

• Uses scissors to cut out an object.
• Attempts to copy letters or simple shapes such as circles, plus signs, or stick figures.
• Uses computer keyboard and mouse with accuracy.
• Uses an eyedropper to transfer liquid from one container to another.

Not yet at first level

Level 1

Exploring

Descriptor:

Shows a developing sense of balance and the ability to carry an object while moving

Examples:

• Walks on tiptoes.
• Kicks a ball.
• Carries a large stuffed animal across the room.

Level 2

Developing

Descriptor:

Balances without support

Examples:

• Balances on one foot without support for a few seconds.
• Briefly stands on one foot while putting other foot through a pantleg.
• Walks on a line without stepping off the line.

Level 3

Building

Descriptor:

Maintains balance while moving

Examples:

• Hops on one foot for a few hops.
• Runs and jumps over small objects.
• Changes direction when running.

Level 4

Integrating

Descriptor:

Coordinates multiple movements involving balance

Examples:

• Runs and kicks a ball.
• Holds ping-pong ball on spoon while walking.
• Walks on a low wall or low balance beam.
• Balances a bean bag on his or her head.
• Hops on one foot, five or more times.

Not yet at first level

Level 1

Exploring

Descriptor:

Participates in own personal cleanliness, with help or supervision from adult

Examples:

• Blows nose when an adult holds the tissue.
• Holds her hands under water and rubs her hands together when an adult turns the water on.
• Allows an adult to put a sweater on her.

Level 2

Developing

Descriptor:

Follows through on personal cleanliness, with some reminders

Examples:

• Takes a tissue and blows his nose into the tissue when reminded.
• Washes hands on her own when requested by an adult.
• Tries to wash paint off his arm.

Level 3

Building

Descriptor:

Takes care of personal cleanliness on his own

Examples:

• Uses a tissue when needed without being reminded.
• Washes hands without a reminder before eating and after toileting.
• Puts a sweater on without a reminder when going out to play in cold weather.

Level 4

Integrating

Descriptor:

Shows an understanding of why personal cleanliness is important

Examples:

• Says, “Tissues stop germs.”
• Reminds other children to wash their hands so that they don’t get sick or get others sick.
• Says, “Don’t put the apple sauce spoon in your mouth!”

Not yet at first level

Level 1

Exploring

Descriptor:

Cooperates when requested to follow simple safety rules

Examples:

• Looks to his teacher for instructions when he hears the fire alarm bell.
• When reminded, takes an adult’s hand while crossing the street.
• Will move away from a bike trail when asked.
• Follows adult direction not to build her block tower too high.

Level 2

Developing

Descriptors:

Usually follows simple safety rules on her own

Examples:

• Usually responds to the fire drill bell correctly.
• Leaves scissors at the table.
• Stops at the curb and doesn’t step into the street.
• Usually is careful not to bump into other children or what they are making or playing with.
• Usually is careful on outdoor equipment.

Level 3

Building

Descriptors:

Applies known safety rules in a variety of situations

Examples:

• Responds to fire drill bell correctly, even when not in his usual classroom.
• Remembers to walk when indoors.
• Refrains from sitting on tabletops, shelves, etc.

Level 4

Integrating

Descriptors:

Communicates an understanding of safety rules to others

Examples:

• Tells other children to line up when he hears the fire alram bell.
• While riding a trike, avoids bumping into others.
• Tells a child riding in the wrong direction to go the other way, so he won’t crash.
• Reminds other children to stop at the curb.

Not yet at first level

Level 1

Exploring

Descriptor:

Follows guidance given by adults about rest, health, food choices, and physical activity

Examples:

• When spoon falls on the floor, follows an adult’s suggestion to get a clean spoon.
• Participates in physical activity during a free playtime.
• When told it is rest time, lies on a mat.

Level 2

Developing

Descriptor:

Begins to communicate about and take care of own health needs (food and rest), with occasional reminders from an adult

Examples:

• Sometimes puts spoon aside if it has fallen on the floor, and sometimes needs guidance.
• Says, “I am hungry,“ when he or she wants to eat.
• When overheated, slows down physical activity when directed by an adult.

Level 3

Building

Descriptor:

Independently takes care of some basic needs like rest, healthy food choices, and physical activity

Examples:

• Asks for clean spoon if it falls on the floor.
• When tired, stops and plays a quieter game or rests before resuming activity.
• Says, “I’m tired. I want to rest now.”

Level 4

Integrating

Descriptor:

Communicates to others about making healthy choices

Examples:

• Suggests getting a clean spoon to a child who has dropped her spoon.
• Pretends to feed fruit or vegetables to a doll and tells the doll, “This is good for you.”
• Runs and says, “I’m exercising.”