fmrsd performance and content standards for pre-k

7/31/2019 FMRSD Performance and Content Standards for Pre-K.

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FallMountainRegionalSchoolDistrict

EarlyChildhoodEnrichment

PROGRAMANDCHILDOUTCOMESTANDARDS

Fall Mountain Regional School DistrictSAU #60

159 East StreetCharlestown, NH 03603

(603) 826-7756www.sau60.org

Updated May 2012


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Fall Mountain Regional School DistrictSAU #60

159 East StreetCharlestown, NH 03603

(603) 826-7756www.sau60.org

Early Childhood Enrichment Program and Child Outcome Standards

Program Standards for the Fall Mountain Regional School Districts describe the curriculum, instruction, assessment andoverall resources offered to the pre-kindergarten children who reside in the Fall Mountain Regional School District. Thesestandards incorporate the classroom characteristics and the educational experiences provided to the children. ChildOutcome Standards describe the knowledge and skills children should acquire by the end of the school year. OutcomeStandards incorporate the range of knowledge and skills children should master and how it can be demonstrated thatchildren have met those standards.

PROGRAM STANDARDS

Curriculum: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs implement a curriculumthat is consistent with its goals for children and promotes learning and development in each of the following areas:Approaches to Learning; Communication, Language Development and Literacy; Creative Expression/AestheticDevelopment; Cognition and Knowledge of the World (Mathematics, Science, Social Studies and Technology); PhysicalDevelopment and Health; and Social and Emotional Development. The curriculum draws on research that assiststeachers in identifying important concepts and skills as well as effective methods for fostering childrens learning anddevelopment. When informed by teachers knowledge of individual children, the well-articulated curriculum guidesteachers so they can provide children with experiences that foster growth across a broad range of developmental andcontent areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a)

maximizes childrens learning through effective use of time, materials used for play, self-initiated learning, and creativeexpression as well as (b) offers opportunities for children to learn individually and in groups according to theirdevelopmental needs and interests.

Instruction: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs use developmentally,culturally, and linguistically appropriate and effective instructional approaches that enhance each childs learning anddevelopment in the context of the programs curriculum goals. Teaching staff purposefully use multiple instructionalapproaches to optimize childrens opportunities for learning. These approaches include strategies that range fromstructured to unstructured and from adult directed to child directed. Children bring to learning environments differentbackgrounds, interests, experiences, learning styles, needs, and capacities. Teachers consideration of these differences

when selecting and implementing instructional approaches helps all children succeed. Instructional approaches also differ


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in their effectiveness for teaching different elements of curriculum and learning. The instructional approach creates ateaching environment that supports childrens positive learning and development across all areas.

Assessment: The Fall Mountain Regional School Districts Early Childhood Enrichment Programs are informed byongoing systematic, formal, and informal assessment approaches to provide information on childrens learning anddevelopment. These assessments occur within the context of reciprocal communications with families and with sensitivityto the cultural contexts in which children develop. Assessment results are used to benefit children by informing sound

decisions about children, teaching, and program improvement. Teachers knowledge of each child helps them to planappropriately challenging curricula and to tailor instruction that responds to each childs strengths and needs. Further,systematic assessment is essential for identifying children who may benefit from more intensive instruction or interventionor who may need additional developmental evaluation. This information ensures that the program meets its goals forchildrens learning and developmental progress and also informs program improvement efforts.

CHILD OUTCOME STANDARDS

Content Standards:

The standards or curriculum frameworks define the range of knowledge and skills that all children should master. (What isit we want all pre-kindergarten children to know and learn?)

Performance Standards:

These standards describe how it can be demonstrated that the children have met the content standards. (How will weknow if they learned it?)

Sources: National Association for the Education of Young Children (NAEYC), National Institute for Early Education Research(NIEER)


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FALL MOUNTAIN REGIONAL SCHOOL DISTRICT EARLY CHILDHOOD CURRICULUM FRAMEWORK

Approaches to Learning: Children will demonstrate positive attitudes, habits and learning styles.

P1.A

pproachestoLearning

Content Standards Performance Standards

P1.1 Children will actively and confidently engage in play

as a means of exploration and learning.

Children will:

Interact with a variety of materials through play. Participate in multiple play activities with same

material.

Engage in pretend and imaginative play.

Use trial and error method to figure out a task,

problem.

Demonstrate awareness of connections between priorand new knowledge.

P1.2 Problem Solving

Children will actively engage in problem solving.

Children will:

Identify a problem and try to solve it independently.

Attempt multiple ways to solve a problem.

Communicate more than one solution to a problem.

Engage with peers and adults to solve problems.

P1.3 Creativity and Imagination

Children will approach tasks, activities and problems

with creativity, imagination and/or willingness to try

new experiences or activities.

Children will: Choose materials/props and use novel ways to

represent ideas, characters, and objects.

Identify additional materials to complete a task.

Seek out connections, relations and assistance frompeers and adults to complete a task.

Communicate more than one solution to a problem.

P1.4 Curiosity and Initiative

Children will demonstrate curiosity and a willingnessto participate in tasks and challenges.

Children will:

Ask questions using who, what, how, why, when,

where, what if.

Express an interest in learning about and discussing agrowing range of ideas.

Actively explore how things in the world work.

Investigate areas of interest.

Takes objects and materials apart and attempts toreassemble them (e.g., puzzles, models, nuts and

bolts).

Willingly engage in new experiences and activities.


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P1.5 Persistence

Children will demonstrate an increased ability to show

initiative, accept help, take risks and work towardscompleting tasks.

Children will:

Maintain focus on a task. Seek assistance when the next step seems unclear or

appears too difficult.

Modify strategies used to complete a task.

P1.6 Self OrganizationChildren will demonstrate an increased ability toestablish goals, develop and follow through with

plans.

Children will: Increase their ability to understand a task as a series of

steps.

Increase their ability to organize themselves and.materials.

Follow through to complete tasks and activities.P1.7 Reasoning

Children will demonstrate an increased ability toindentify, evaluate and provide possible solutions to

problems.

Children will:

Increase their ability to generate several approaches tocarry out a task.

Pursue alternative approaches to problem solving.P1.8 Applications

Children will use their prior experiences, senses andknowledge to learn in new ways.

Children will:

Reflect upon events and experiences.

Use prior knowledge to understand new experiences.


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Communication, Language Development and Literacy: Children will develop skills in listening, in expressingtheir thoughts and ideas, and will explore their environment and build the foundations for learning to read and write.

P2.Communication,

LanguageDevelopm

ent

andLiteracy


P2.1 Children will engage in play as a means to develop

their listening and expressive language.

Children will:

Develop and experiment with conversation duringdaily activities and interactions.

Represent stories and experiences through play.

Think and talk about play experiences.

P2.2 Children will develop skills in listening and in

understanding language.

Children will:

Listen and understand stories, songs and poems.

Listen and increasingly understand directions,conversations and questions.

Follow directions that involve multiple steps.

Learn to wait and take turns during conversations.

P2.3 Children will use verbal and non-verbal language toexpress and to communicate information.

Children will:

Communicate needs or thoughts through non-verbalgestures, actions, expressions or words.

Participate in communication around a topic.

Use more complex and longer sentences.

Speak clearly enough to be understood by unfamiliarlisteners.

Begin a conversation with other children and adults.

Understand and use increasingly complex and varied

vocabulary. Communicate with familiar and unfamiliar adults and

children.

P2.4 Children will engage in play as a means to developliteracy skills.

Children will:

Use symbols and forms of early writing to create morecomplex play.

Use writing tools and materials in all areas of thelearning environment.

Create play ideas that come from favorite stories,poems, rhymes and songs.


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P2.5 Early Writing

Children will demonstrate an interestand ability in using symbols to represent words and

ideas.

Children will:

Use letters or approximations of letters to write theirfirst name.

Demonstrate awareness that print conveys a meaning.

Use scribbles, shapes, approximations of letters and/orletters to write or represent words or ideas.

Begin to dictate ideas, sentences and stories.

Use pictures, symbols and/or letters for a variety ofpurposes.

P2.6 Early ReadingChildren will demonstrate an

understanding and appreciation that books and otherforms of print have a purpose.

Children will:

Make predictions of what will happen next in a story.

Listen to and talk about a variety of types of literature.

Tell or retell a story based on the illustrations.

Take care of and handle books in a respectful manner.

Exhibit accurate book handling skills such as holdingthe book appropriately and turning the pages fromfront to back.

Chooses to explore and investigate books and otherforms of print.

P2.7 Print Awareness and Concepts

Children will recognize the association betweenspoken and written words by following print as it is

read aloud.

Children will:

Demonstrate awareness that print conveys a meaning.

Demonstrate an understanding that print is used for avariety of purposes (list, letter, label).

Show an interest and can recognize some letters and

words written in books and in the environment. Recognize first name in print.


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Creative Expression/Aesthetic Development: Children will enjoy, express, create and learn about the arts throughexperiences with a variety of art forms and media.

P3.CreativeExpression/Aesthetic

Development


P3.1 Children will engage in play as ameans of self expression and

creativity.

Children will:

Spontaneously engage in pretend play using a varietyof materials to dramatize stories and experiences.

Use movement, a variety of media and music whileplaying to represent stories, moods and experiences.

Bring musical instruments and tools from various artforms as props into dramatic play.

P3.2 Creative ExpressionChildren will engage in individual or group activities

that represent real-life experiences, ideas, knowledge,feelings and fantasy.

Children will:

Explore various roles in dramatic play through the useof props, language and fantasy roles with others.

Use movement and a variety of musical styles toexpress feelings, understand and interpret experiences.

Participate in musical activities using a variety ofmaterials for expression and representation.

Plan, work cooperatively and create drawings,paintings, sculptures and other art projects.

Demonstrate care and persistence when engaged in artprojects.

P3.3 ToolsChildren will use a variety of tools and art media tocreatively express their ideas.

Children will: Experiment with different tools to creatively express

and present ideas.

Select and use a variety of tools to accomplish tasks.

P3.4 Appreciation of the ArtsChildren will express interest in and begin to build a

knowledge base in the arts.

Children will:

Begin to understand and to develop a vocabulary toshare opinions about artistic creations and experiences.

Enjoy participating in a variety of art experiences.

Appreciate and demonstrate respect for the work of


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others.

Begin to notice differences in the Arts from a varietyof cultures.

Mathematics (Cognition and Knowledge of the World): Children will develop ways to solve problems and tothink about math.

P4.Mathem

atics(Cogn

itionandof

theWorld)


P4.1 Children will engage in play to develop and add totheir mathematical thinking and problem solving.

Children will:

Begin to make groups and math objects.

Use counting and number vocabulary as a natural partof play.

Experiment with patterns and shapes.

Explore measurement, number and quantity withvarious materials.

P4.2 Numbers and Operations

Children will show interest and curiosity in counting

and grouping objects and numbers.

Children will:

Match, sort, put in a series and re-group objects

according to one characteristic. Begin to use numbers and counting as a means for

solving problems and measuring quantity.

Use one-to-one correspondence in counting objectsand matching groups of objects.

Begin to associate a number of objects with the namesand symbols for numbers.

Use such words as more than/less than, add/subtract toexpress some number concepts.

P4.3 Geometry and Spatial Sense

Children will show an interest in recognizing andcreating shapes and an awareness of position in space.

Children will:

Describe and name common shapes found in thenatural environment.

Use language to understand the arrangement, order andposition of objects that are on top of, next to, bottom,

underneath, beside, and in front of other objects.

Group objects according to their shape and size.P4.4 Patterns and Measurement

Children will show an interest in recognizing andcreating patterns, comparing and measuring time and

quantity.

Children will:

Group and name a number of similar objects intosimple categories.

Begin to understand that some events take place in the


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past/yesterday, present/today or future/tomorrow.

Order, compare or describe objects according to size,length, height and weight using forms of measurement.

Physical Development and Health: Children will develop and strengthen their large and small muscles, sensoryexperiences and practicing healthy behavior.

P5.

PhysicalDeve

lopment

and

Health


P5.1 Children will engage in play as a means tounderstand healthy behavior and develop their physical

bodies.

Children will:

Engage in a variety of physical fitness activities. Engage in large motor activities (e.g., marching,

hopping, running, jumping, dancing) in increasinglylonger periods of time as skill and endurance

develop.

Participate in activities designed to strengthen majormuscle groups.

Participate in activities to promote balance and

flexibility.

P5.2 Gross MotorChildren will increasingly move their bodies in ways

that demonstrate control, balance and coordination.

Children will:

Maintain balance during sitting, standing, andmovement activities.

Demonstrate body and space awareness to move and

stop with control over speed and direction

Navigate age appropriate playground equipment.

Throw, catch or kick a large, lightweight ball (8 -

10). Participate in a series of large motor movements or

activities such as dancing, follow the leader, or

Simon Says.


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P5.3 Fine Motor

Children will use their fingers and hands in waysthat develop eye-hand coordination, strength, control

and object manipulation.

Children will:

Use pincher grasp (index finger and thumb).

Use materials such as pencils, paintbrushes, eatingutensils and blunt scissors effectively.

Manipulate small objects with ease (fits objects into

holes, strings wooden beads, stacks mini blocks,uses geo boards, etc.).

Uses buttons, zippers, snaps, and hook and loop tapesuccessfully.


P5.4 Senses

Children will increase their understanding of the useof their eyes, ears, fingers, nose and mouth and how

the senses work together.

Children will:

Identify sights, smells, sounds, tastes and textures. Use descriptive words to discuss sights, smells,

sounds, tastes, and textures.

Demonstrate appropriate body awareness whenmoving in different spaces.

Demonstrate awareness of spatial boundaries and theability to work within them.

P5.5 Healthy and Well-Being

Children will demonstrate personal care and hygiene

skills and an awareness and understanding ofhealthy habits.

Children will:

Demonstrate growing independence in using

personal hygiene skills (e.g., washing hands,brushing teeth, toileting, etc.)

Exhibit self-help skills when dressing, cleaning up,

participating in meals, etc.

Recognize and communicate when experiencingsymptoms of illness.

Recognize the importance of good nutrition, water,

rest and sleep in order to be healthy.

Describe the role of doctors, dentists and otherhealth care workers in keeping him/herself healthy.

P5.6 Health and Safety

Children will demonstrate an awareness andunderstanding of safety rules.

Children will:

Verbalize and demonstrate safety rules such asholding an adults hand when walking on sidewalks

or near a street.

Understand that some practices could be unsafe


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(e.g., playing with matches, playing near a busy

street, not wearing a bike helmet).

Demonstrate knowledge of bus safety (e.g., crossesin front of the bus after the driver signals, wearsseatbelt).

Participate in fire evacuation drills, understand whatthe alarm bell is and the need to go to a safe

location, etc. Explain how to get help in emergency situations.

Science (Cognition and Knowledge of the World): Children will understand and use the scientific method ofasking questions, observing, predicting, experimenting, recording findings and drawing conclusions.

P6.

Science

(Cognitionand

Knowledge

oftheWorld)


P6.1 Children will engage in play as a

means to develop their scientificskills

Children will:

Ask questions based upon discoveries made whileplaying.

Use play to discover, question and understand thenatural and physical world.

Use scientific tools as props in their play.P6.2 Scientific Knowledge

Children will learn about the development of thenatural and physical world.

Children will:

Collect, describe and learn to record informationthrough discussion, drawings and charts.

Use tools and their senses to make observations,gather and record information and make predictions

of what might happen. Investigate changes in materials and cause-effect

relationships.

Ask and pursue their questions through simpleinvestigations.

P6.3 Scientific Skills and Methods

Children will begin to use scientific tools andmethods to learn about their world.

Children will:

Explore the natural processes of growing, changingand adapting to the environment.

Make simple observations, predictions, explanationsand generalizations based on real-life experiences.


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Explore time, temperature and cause-effectrelationships based on everyday experiences.

Social and Emotional Development: Children will demonstrate a strong and positive self-concept, appropriate self-control and growth in their awareness of their responsibilities when interacting with others.

P7.SocialandEmotiona

l

Development


P7.1 Children will use play as a vehicle to build

relationships and to develop an appreciation for their ownabilities and accomplishments.

Children will:

Participate in a variety of individual and group playexperiences.

Play cooperatively with others by developing rules,solving disagreements and dealing with frustrationsand limitations.

P7.2 Self-RegulationChildren will increase their capacity for self-

regulation and to deal with frustrations and increasetheir awareness of their own abilities.

Children will:

Understand, accept and follow rules and routineswithin the learning environment.

Use materials purposefully, respectfully and safely.

Effectively manage transitions between activities.

Progress in expressing feelings needs and opinions. Begin to cope with frustration and disappointment.

P7.3 Interactions with Others

Children will develop successful relationships withmembers of their learning community.

Children will:

Play, work and interact easily with one or morechildren and/or adults.

Develop friendships with peers.

Demonstrate empathy and caring for others.

Develop ability to take turns and to interact withoutbeing overly submissive or directive.

Participate in resolving conflicts and disagreements


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with others.

P7.4 Accountability

Children will understand and follow routines and

rules.

Children will:

Understand and follow routines and rules. Engage easily in routine activities (e.g., story time,

snack time, circle time).

Use materials purposefully, safely and respectfully asset by group rules.

With assistance, understand that breaking rules have aconsequence.

Apply rules in new, but similar situations.


P7.5 Sense of Community

Children will increasingly demonstrate a sense of

belonging to the classroom, family and community.

Children will:

Begin to understand the rights of others.

Demonstrate a growing understanding andappreciation of the relationships, people and places

that make up their communities. Demonstrate progress toward an understanding and

valuing of similarities and differences among people.


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Social Studies (Cognition and Knowledge of the World): Children will develop a basic awareness of self asan individual, self within the context of family, and self within the context of community.

P8.Socia

lStudies

(Cognitiona

ndKnowledge


P8.1 Children will engage in play as a

means to develop an understanding oftheir community.

Children will:

Identify him/herself by using characteristics such asgender, ethnicity, race and religion.

Describe how each person is unique and important. Identify family members, family characteristics and

functions.

Identifies as a member of a family.

Recognize some community workers and describeswhat they do.

P8.2 Geography

Children will demonstrate knowledge of the

relationship between people, places, and regions.

Children will:

Identify features of own home and familiar places. Name the street, neighborhood, city or and town

where he/she lives.

Use words that indicate direction, position and

relative distance.

Describes topographical features of familiar places(hill, river, roads, mountains, etc.).

Identify routines and common occurrences in his/her

life.

Demonstrate interest in current events that relate tofamily, and community.


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P8.3 Civics, Citizenship and

Government

Children will demonstrate an understanding of roles,

rights, and responsibilities and begin to learn the basiccivic and democratic principles.

Children will:

Recognize that all children and adults have roles,rights, and responsibilities at home, school, in the

classroom and in the community.

Express that rules are for everyone.

Describe possible consequences when rules are notfollowed.

Apply the skills of communication, cooperation,respect and empathy with others.

Technology (Cognition and Knowledge of the World): Children will explore technology tools in the

classroom, both traditional and digital technology, to support the learner-centered and play-oriented early childhood curriculum.

P9.Techn

ology-

(Cognitionand


Children will:

Identify the functions of certain tools (e.g., cell phone, pulley,hammer, hearing aid, and microwave).

Follow simple directions for appropriate use of tools and

demonstrates how they are used (e.g., computer, hammer,digital media or simple machine).

Describe and use a variety of tools independently or with

assistance (e.g., scissors, nut and bolt, incline plane, or lever). Use common tools to create simple objects or structures.

Children will:

Explore digital material with an adult as mediator and co-player.

Explore touch screens loaded with a wide variety of anddevelopmentally appropriate interactive media experiences thatare well designed and enhance feelings of success.

Begin to explore use of "traditional" mouse and keyboardcomputers.

P9.1Foundations to TechnologyChildren will explore and use a

variety of tools appropriately.

P9.2 Using Technology

Children will understand the operation oftechnology systems and use the knowledge of

technology to increase learning.


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Note: Celebrate childrens accomplishments with digital media displayed on a digital projector or on a classroom website.Record childrens stories about their drawings ort heir play; make digital audio files for documentation of progress.

Note:Theseframeworksareadaptedfromtheproposedpositionofthe National Association for the Education of Young Children It is the

position of NAEYC and the Fred Rogers Center that technology and interactive media are learning tools that, when used in intentional and

developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young

children. (2011)

Sample Rubric for Evaluating Progress

ProgressMonitoringKeyAreaofExcellence Thestudentdemonstratessuperiorperformance

andskills,appropriatetocontentandgradelevel.

Thestudentconsistentlyperformsbeyond

requirementsinsubjectarea.

4

AreaofCompetence Thestudentdemonstratessolidperformanceappropriatetocontentandgradelevel.The

studentappliesskillsinavarietyofsituations.

3

AreaofDevelopment Thestudentshowspartialaccomplishmentof

knowledgeandskillsinspecificsituationswith

support.Thestudentisshowingprogressover

time.

2

AreaofConcern Thestudentdemonstrateslittleofnoprogressor

achievement.

1

NotApplicable N/A


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Resources

Early Learning Standards: Creating the conditions for success. (2002). A joint position statement of the National Association for the

Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in the State Department ofEducation (NAECS/SDE).

Epstein, A., Schweinhart, L., DeBruin-Parecki, A., & Robin, K. (2004). Preschool Assessment: A guide to developing a balancedapproach. Preschool Policy Matters Issue 7.

Espinosa, L.M. (2002) High-quality preschool: Why we need it and what it looks like. Preschool Policy Matters, 1. New Brunswick,

NJ: NIEER.

Learning to read and write: Developmentally appropriate practice. Washington, DC: National Association for the Education of Young

Children.

NAEYC and NAECS/SDE (2003). Early childhood curriculum, assessment, and program evaluation: building an effective,accountable system in programs for children birth through

age 8.

National Association for the Education of Young Children & International Reading Association. (1998). Learning to read and write:

Developmentally appropriate practices for young children (A joint position statement).Washington, DC.


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National Institute for Early Education Research. The state of preschool. Supported by The Pew Charitable Trusts.Neuman, S.,Copple, C., & Bredekamp, S. (2003).

Neuman,S., Copple, C. & Bredekamp,S, (2000). Learning to read and write: Developmentally appropriate practice. Washington, DC:

National Association for the Education of Young Children.

fmrsd performance and content standards for pre-k

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