FLIP CHART Preschool Assessment Framework - Connecticut State Department of Education
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Connecticut State Department of Education
FLIP CHART
Preschool Assessment Framework
Performance Standards and Description of Benchmarks
for 21/2- to 6-Year-Old Children2
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 1 Selects and uses a limited Selects familiar Usually participates in Independently selects
range of familiar materials; both familiar and and participates in a
materials; uses some new participates in unfamiliar activities wide variety of activities;
materials with direction unfamiliar requests additional
and encouragement activities with materials to extend
teacher support work
Shows self- Usually selects small range of Engages in an On own, chooses wide Usually comfortable with
familiar materials. May use or increasing range of variety of familiar regularly available
direction with refuse less familiar materials both familiar and materials; tries new classroom materials.
range of when teacher invites and unfamiliar activities. materials with either Actively experiments, often
materials supports child’s involvement. teacher or peer support. without need for
Often chooses to May experiment by encouragement.
Takes own truck from work/play in a combining materials.
cubby and pushes it variety of centers Selects new marble
around room. in room. Often selects and track and experiments
Observes others using When teacher uses play dough on without teacher
sand toys; then plays suggests that own; experiments by introducing it.
briefly next to peer after child join her and adding buttons and After class visit to farm,
demonstration of shovel play with new, plastic straws from art initiates building a farm
by teacher. more challenging area. in block area with peers
Sits by teacher when puzzles, chooses Regularly uses swing; and asks teacher for 1”
invited to join new play one and starts to tries new group tire colored cubes to
dough activity; briefly do it. swing with friend’s decorate farm.
touches materials and encouragement. Using computer, opens
leaves. new program on own
and tries to use it.3
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 2 Sustains attention Sustains attention to Sustains attention Persists with both self-
primarily to self- high interest, self- to variety of self- selected and teacher-
selected, high interest selected task until selected tasks until directed tasks until
tasks complete or reaches complete, despite task completed
frustration level some frustration
Sustains Likely to change activities May need adult Experiments with Stays with task or activity
frequently. May often move encouragement to new magnets for that may take several
attention to from one activity to another complete demanding task. 15 minutes in order sessions to complete.
task/goal that without completing task. to examine Returns to activity after a
child has set If having difficulty prediction about break or interruption.
With teacher’s completing a simple which objects will
out to encouragement, paints puzzle, stays to be attracted to Starts to make a bird
accomplish at easel for 2-3 minutes; complete when teacher magnets. feeder and completes
then moves to block suggests and helps with Works on a it the next day.
center. a different strategy. challenging puzzle Returns to finish
Puts in 2 pieces of Continues to work on for 20 minutes until listening to a book-on-
unfamiliar 5-piece completing a collage for completed without tape after lunch.
puzzle, then moves to 10 minutes with familiar teacher prompting. After teacher gives
water table. adult at table Builds and rebuilds directions, works on
Sits for 5 minutes and encouraging him or her. block airport and completes a
turns each page of Works on building roads throughout activity drawing and story
favorite book brought and houses in block time until it can with phonetic spelling
from home while telling area throughout center hold planes without of several words.
self own story. time. breaking.4
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 3 Stays briefly in Joins small group (up to Willingly participates Actively participates in
interactive, high 10) in high interest in most whole-group whole-group activities
interest activities activities; usually activities; has and usually waits turn
with small group (up participates difficulty waiting turn
to 5) with teacher
encouragement
Participates in Comes to group when May come to group on own Listens and responds Joins in most large-group
invited; may wander off and can remain for at least with words or actions activities. Usually listens
teacher-led unless activity is of 10 minutes if sitting next to related to activity. attentively, waits turn and
group activities special interest or sits familiar peer or teacher. Sometimes acts responds appropriately to
next to teacher. Often is distracted, appropriately by waiting teacher directions.
responds out of turn, or turn and giving
Observes and/or gives responses that may responses connected to Waits turn to hold baby
participates in not be connected to ongoing activity. chick visiting
creative movement activity. classroom.
activity for a few Participates in series When teacher reads
minutes while Tries to sing 3 familiar of 3 finger plays, book about vacations,
standing next to songs with group; then repeating all words shares details of own
teacher. starts to play with ball in and movements; vacation. “This
Joins teacher and 2 her or his pocket. attempts a few words summer I took a jet
peers and tries to do Listens to a high and movements when plane with my mom.
familiar fingerplays interest story for about less familiar. Grandma met us at the
for 5 minutes; goes 10 minutes while sitting After listening to a airport in Chicago.”
to sand table as next to friend. story Whistle for Willy, When peer is sharing
teacher starts to Joins circle game; may when asked to move about favorite ice
demonstrate new observe new game like a dog, shouts, “I cream, shouts out,
fingerplay. several times before have a cat named “Mine is pistachio.”
attempting to play. Ginger!”5
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 4 Makes transitions and Makes transitions and Makes transitions and Anticipates transitions
follows basic routines follows basic routines usually follows and usually follows
and rules with teacher and rules with routines and rules routines and rules
supervision occasional reminders when given signal independently
Manages Usually able to transition Usually makes Knows what to do Anticipates and verbalizes
and follow simple routine transitions and follows without additional routines and rules;
transitions, or rule when supported by basic routines and rules; reminders or signals. describes consequences
follows routines an adult. may need prompting with of breaking a rule.
and rules both signals and Gets sponge to wash
Washes hands before reminders from teacher. table in response to Prepares for next
lunch when Responds appropriately “cleanup” song. activity on own by
accompanied by to teacher requests. When teacher shakes putting away materi-
teacher. tambourine, als, getting coat and
Puts away materials Puts away materials recognizes signal, getting ball for outdoor
with teacher help. before going out- parks and gets off play.
Reluctant to stop water doors with teacher bike, and gets ready Tells peer, “It’s time to
play for snack. Leaves reminder and signal to go indoors. put away our puzzles
water table with from timer. Says, “Do I have to?” and wash our hands
sponge and pail in When asked by when teacher uses for snack.”
hand, and returns to teacher, joins circle hand-clapping When asked, tells
water table when time on rug. pattern, indicating it’s teacher she knows she
group transitions to Uses quieter voice in time to stop block lost the chance to use
story. block area after play and clean up, but a bike tomorrow
teacher reminds child gradually puts away because she kept
to “use indoor voice, some blocks with a crashing into someone
please.” friend. else’s today.6
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR OLD CHILDREN
Standard
P&S 5 Expresses desires or Sometimes expresses Independently identifies Independently identi-
feelings, primarily desires or feelings and expresses own fies own feelings
nonverbally using words feelings using words related to a cause
using words
Uses words to Communicates May need teacher support With teacher support, may When pushed on a
emotional responses, to verbalize emotions. connect feelings to a cause. swing by another child,
express wants or needs says, “Don’t push so
emotions or primarily by physical Says, “I want my When child says, "I'm high. It makes me
feelings display or facial mom,” after teacher drawing me with a sad scared!”
expression. says, “You wish your face," teacher asks, "Are Shouts, “When you
mommy could stay.” you sad that your dad is knock down my
Laughs, smiles, When told about in the hospital?” Child building, it really
claps. upcoming trip to responds, "Yeah." makes me angry!”
Cries, frowns. aquarium, asks, “Can When another child Says, “I’m so happy
Hits, bites. we see whales?” takes his toy says, “I’m that we are going to
Grabs or points and When told Grandma is mad!” After teacher see the play
says, “Want that,” visiting next week, suggests, “Tell her why tomorrow!”
or “Mine.” says, “Yeah! I’m gonna you’re mad,” says, “I’m
see Grandma!” mad you took my toy!”7
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 6 Sometimes notices Usually notices and Offers to help peer in Understands when others’
and reacts to a reacts to a familiar need needs are different from
familiar peer’s peer’s delight or own
delight or distress distress
Shows empathy When a peer starts When peer shouts, “I When peer falls off Able to take others’ points of
to cry, may did it!” after finishing trike, gets off own view, respond when needs are
and caring for approach him and puzzle, claps. asks, “Are you okay?” different from own, and can
others tap his cheek When friend and tries to help him explain.
lightly. mistakenly knocks get up.
When excitedly down own block When peer runs out of When child can’t
involved in riding a structure, looks up LEGO® blocks to participate in activity,
new trike, looks but with sad expression complete symmetrical states, “He can’t go there;
continues to ride and says, “Ohhh.” structure, offers extra there’s no ramp for his
when peer falls off When friend gets pieces from own pile wheelchair.”
scooter. finger caught in door, or gets more for peer Says, “She can’t have that;
calls for teacher to from shelf. she’s allergic to peanut
come and help. When friend has butter.”
forgotten mittens, After riding bike for some
offers extra pair from time, notices peer waiting
own cubby so friend for a turn and gives her his
can play in snow. bike.8
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 7 Works/plays Works/plays in Works/plays cooperatively Sustains cooperative
alongside others association with with a few others activities with a range of
another child children
Interacts Involved in parallel Interacts with 1-2 Adjusts own behavior in Enters work/play situation
activities, not with peers in familiar response to others; takes and participates cooperatively
cooperatively others. activities. Makes complementary role and in sustained activity with a
with peers attempts to join others sometimes able to take turns variety of peers; negotiates by
Builds with in play. in play. Succeeds in entering making and accepting
blocks next to ongoing play when players suggestions for play scenario.
(not with) When peer dials on and/or activity are familiar. Usually takes turn in play.
another child. one telephone.
Pretends to cook enters play by using After observing shoe store When playing circus,
next to another another phone. dramatic play for a few allows others to join play;
“chef” without Feeds her baby doll minutes, enters play as suggests lion act but
speaking or next to friend who customer by asking peer, accepts peer’s idea for
interacting with feeds her baby; the “salesperson,” if she clown act instead.
him within the asks friend to “pass has any sneakers. Wants to be bus driver but
play. a blanket ’cause When building a block agrees to be passenger
Uses play dough my baby is cold.” house with 2 peers, and take turn as driver
at a table with Uses headset to suggests that they add a later “after we reach New
other children. listen to a book garage and she’ll get the Haven.”
with 2 other cars to park. Works with others to
children. Waits turn to be the create a teacher-assigned
storyteller with flannel mural of jungle animals.
board pieces.9
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 8 Gives in or uses Seeks and accepts Develops solutions and Begins to solve conflicts
physical force to teacher help to solve works to resolve directly with peers using
solve conflicts conflicts with peers conflicts with teacher appropriate strategies
support
Works to In response to Sometimes responds to Talks with teacher and peer Independently attempts to solve
conflicts with peers teacher’s suggestions to to identify the problem and conflicts directly with peers by
resolve over materials and refrain from using force. to brainstorm possible offering solutions and by trying
conflicts space, usually: Frequently gets teacher solutions. Participates in appropriate strategies before
to help rather than agreeing on and using a seeking teacher’s help; accepts
Hits, grabs, backing away from solution. reasonable compromises.
throws or cries; conflict.
Gives up toy; or When two children want When peer tries to enter the
Moves away. At teacher’s to use the stethoscope, school bus play scenario by
suggestion, asks peer states that she wants a taking over the role of driver,
to return toy that he turn using it. Teacher suggests that peer be the
grabbed. facilitates brainstorming teacher and help the children
At teacher’s prompt, about possible off the bus. When peer
comes back to deal solutions. Gives some refuses, suggests that she
with disagreement ideas and agrees to let build another bus and drive it
over turns on bike. second child use it for herself.
When peer takes his 10 minutes, then she When peer wants a turn at the
sand shovel, asks will have her turn. computer after child has been
teacher for help. working only 2 minutes,
accepts peer’s suggestion that
they work together on it.10
PERSONAL AND SOCIAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
P&S 9 Identifies self, Shows awareness of Shows awareness of Demonstrates respect for
family members, similarities and similarities and differences among others;
teachers and differences among differences among chooses to interact with a
some peers by own family members peers; plays with a variety of children
name variety of children other
than friends
Recognizes Calls out, “My States similarities and States similarities and Plays with a variety of peers,
baby” when differences among family differences among peers. regardless of gender, race or
similarities parent arrives members. Interacts with different ability; shows positive feelings
and with his infant peers regardless of toward differences
appreciates sister. Shares, “My hair’s gender, race or ability.
Uses teachers’ like my mom’s.” Asks for brown and black
differences names when Says, “My brothers Comments that own crayons and suggests to
asking them for and I like pizza; my hair is curly and friend that he needs the
help. sister don’t.” friend’s hair is straight. yellow crayon so they can
Says own name Able to state which each complete their own self-
and those of children have a baby portraits.
several other girl in the family “just Moves chair away to make
children in the like me” and which space for wheelchair so child
program. have a baby boy. can join group at art table.
Plays with a range of Comments positively, “I live
children other than few with my mom and grandma;
friends. Will use she lives with her dad.’”
materials or engage in Shares, “My mom was born
activities regardless of here; my dad is from San
who is using them. Juan.11
PHYSICAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
PHY 1 Moves with some large- Moves with increased Coordinates several Coordinates more
muscle control large- muscle control movements, such as complex movements
and coordination running and with increasing
jumping control, balance and
accuracy
Uses Walks and runs with balance Walks and runs with Combines several Hops on one foot.
and some control over speed. balance. large-muscle Carries a container of
coordinated Occasionally bumps into movements. For water across the
large-muscle people or furniture, or steps Alternates feet up example: room without spilling.
movements on materials. steps. Moves to catch a ball,
Pedals tricycle to Runs and jumps. but may still trap it
Runs across playground move forward. Runs and steps in with arms against
with regular stride without Climbs up the ladder to kick a ball. body rather than with
falling. of a slide. Runs, stops, starts hands.
Walks on bike path while Jumps in place with and turns without Throws ball overhand.
pushing a doll stroller. both feet several falling. Able to maintain body
Jumps off one step with times. Throws a ball position in chair or on
both feet. Enters into block toward someone; or floor for 20 min.
Walks into block tower. area, avoiding Negotiates obstacle Pumps on swing.
structure. course.12
PHYSICAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
PHY 2 Uses fingers to take Uses eye-hand Uses eye-hand Uses opposing hand
apart and put coordination to coordination to movements to
together small manipulate objects with manipulate smaller manipulate materials,
objects increasing precision objects with refined including cutting and
precision drawing with control
Uses Builds and takes Strings 1” beads with Strings ½” beads with Operates puppet with
apart Duplo blocks. accuracy. accuracy. limbs with control.
coordinated Uses pegboards Holds marker with Operates puppets Holds pencil with
small-muscle with large pegs. functional (non- with limbs. standard grip to draw
movements Removes simple standard) grasp to draw. Holds marker with 3- objects and shapes with
doll clothes (closed Uses opposing thumb point grasp. control and accuracy
by Velcro or snap). and fingers when Manipulates cloth (for example, circle,
Rolls, squeezes making snips with and thick needle to square, some letters…).
and pounds play scissors; may need sew. Constructs patterns with
dough. teacher to hold paper. Uses computer small mosaic blocks,
Turns pages of May begin to dress doll mouse with control. paper shapes and
book. with snap or Velcro Cuts on curved line or strips.
closures. circle with accuracy. Cuts out a form/shape
Cuts on a straight line. with straight and curved
lines.13
PHYSICAL
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
PHY 3 Performs self-care Attempts to dress, eat Manages most aspects of Dresses, eats and
tasks with teacher’s and toilet dressing, eating and toilets independently
help independently with toileting independently
some success
Cares for self Puts on jacket with Puts on jacket; may Puts on jacket and zips it; Puts on jacket,
teacher assistance. put it on upside-down. may need zipper started mittens, snow pants
independently Uses toilet; needs Pours milk from small by teacher. and boots without
help from teacher pitcher with Uses tissue to blow nose, assistance.
to wipe and pull up occasional spills. puts tissue in trash and Usually able to tie
pants. Pulls own pants down washes hands. shoes.
Pours milk from and up for toileting. Serves self food for lunch Puts on dress-up
small pitcher with Washes hands using or snack using the clothes or costumes by
teacher assistance. soap, and dries with appropriate utensils. self, using zippers and
Eats with a spoon. paper towel. Toilets independently. buttons.
Blows nose with Puts on and removes Serves self food and
tissue and puts in smock with Velcro opens some juice or
trash with teacher closure. snack containers
reminder. without assistance.14
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 1 Observes or explores Experiments, observes Experiments, Describes, predicts and
and notices effects and comments observes purposefully plans for purposeful
and describes how exploration or observation
effects vary
Engages in Observes events or Manipulates materials and Makes intentional Predicts impact of
nature. Uses materials comments on the impact of attempts to vary the observations or own actions
scientific and observes the impact own actions related to effect of own actions on and describes plans for
inquiry of own actions. May cause and effect. Observes materials and describes testing predictions.
repeat actions to and comments on events or how changes in actions
reproduce an effect. nature. create different effects. “When I put salt on the ice
(What will happen if…) cubes, they’ll melt faster.”
Watches ants come Says, “The ants are “If I water this bean plant, I
from a hole in the bigger,” when using a “When I put salt on think it will grow faster
ground and says, magnifying glass, or the ice, it melts.” than one without water.
“Hello, ants.” “The ice is melting .” “When I pour water I’ll test it.”
Pours water on Pours water on the from the skinny “I can make a picture of a
sidewalk and watches sidewalk and bottle, I can make snake with the water! I’m
the patterns. comments, “Look at my skinnier pictures.” ‘gonna’ pour it slowly like
Kicks leaves in the air water pictures.” “When I throw the this.” Pours water while
over and over, Kicks leaves on a windy leaves high, they fly walking down sidewalk.
watches them fly, day and says, “Leaves longer.” “If I throw leaves from the
shouting, “Whee!” fly.” Changes height of top of the climber, they
Pushes car hard into ramp, notices and might fly to the end of the
own block building, then tries to make yard. I’m going to try it
saying, “Watch out, I’m speed of cars vary. from there!”
crashing!”15
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 2 Moves to another Imitates other Tries more than one Creates and uses
activity when child’s or repeats strategy to solve a problem alternative strategies to
confronted with a own strategy to with teacher support solve problems
problem solve a problem independently
Uses a variety Says, “Me do it!” and Continues to try When challenged with a Finds and uses tracks,
tries to complete to put shape in puzzle, responds to tubes and pieces of
of strategies to puzzle. Walks away the wrong spot in teacher’s questions and/or wood when asked to
solve problems when not successful. a puzzle. suggestions by finding a have a car go all the
After attempting to When asked to piece that has the same way across a room.
put pants on doll, demonstrate color or shape and turning On own, tries paper
gives it to teacher. different ways to the piece around. clips, then tape and
After another child get across the After unsuccessfully trying staples to hold two
grabs the phone she room, imitates to put up a piece of art work pieces of heavy paper
is using in dramatic response of peer with tape, responds to together.
play area, leaves and who moves just teacher’s question about Figures out which type
starts to use play before her or whether glue or a stapler of blocks and supports
dough in art area. always runs. might work by trying one or are needed to build
both. and use a long bridge
to go across a “river.”16
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 3 Uses inconsistent Sorts on the basis of Sorts consistently Sorts the same objects in
sorting strategies one attribute with on the basis of one more than one way, such as
teacher support attribute color, shape, size and
independently and function, and tells reason
tells reason
Sorts objects Starts sorting using one Applies sorting rule Verbalizes reason for Verbalizes reasons for sorting
criterion, then changes suggested by teacher sorting objects. and re-sorting. May need prompt
criterion in process of consistently. Separates to re-sort.
effort. items by color, size or Sorts into groups of
type. circles and squares First sorts all vehicles by
Puts some seashells and says, “These color, creating a pile of red
in a pile with stones, Groups cars and are all circles, cars and trucks and a pile of
other seashells in a trucks into separate these are all blue ones; then re-sorts,
pile with nuts. sets. squares.” putting cars in one pile and
Puts some horses Puts buttons with Sorts and explains, trucks in another.
with cows, then puts holes and buttons “I put all the Sorts pile of pictures into
other horses with without holes in airplanes in one animals and vehicles. When
dogs. separate cans upon garage and all the asked by teacher to sort in
Starts putting red request. cars in the other another way and think about
buttons in one pile, Takes only the one.” where they travel, re-sorts
blue in another; then colored blocks to into those that go in water
adds blue and green create a tower, (fish, boats), on land (dogs,
buttons to red pile. leaving the natural cars) and in air (birds,
wood ones in the box. planes).17
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 4 Notices similarities Repeats simple Creates and describes Creates and describes
and differences in pattern simple patterns complex patterns
items in a series
Recognizes and When teacher asks, Lines up car, then Demonstrates a simple Creates an ABB pattern
points to same-color plane, alternating car, movement pattern with started by teacher in a
makes patterns beads on a string. plane, car, plane after arms and says, “Up, sponge print and
When playing with teacher down, up down.” “reads” it: “circle,
ring-stacking toy, demonstrates. Arranges beads on a triangle, triangle….”
selects only those Repeats an string, alternating Creates a movement
shapes that have alternating soft, loud colors, and describes, routine with 3 or more
holes to try to stack. pattern using a drum “pink, purple, pink, repeating steps,
Puts dinosaur or rhythm instrument. purple.” singing, “Hop, jump,
figures on some of Copies pattern made Using musical clap; hop, jump, clap.”
the black squares of by peer alternating instruments, makes Builds fence for block
a checkerboard colored beads (red, simple loud, soft pattern barn with ABC pattern
saying, "The red blue, red, blue…). and simultaneously while saying, “short,
ones are too hot!" chants, “LOUD, soft, medium, tall.”
LOUD, soft….”18
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 5 Notices Makes simple Sequences and makes verbal Verbally compares and
similarities and comparisons on visible orders based on non-
comparisons and
differences in attributes visible attributes such
orders several
objects as time and weight
events or objects
Compares and When teacher Arranges 2 to 3 objects Uses comparison words such as big After picking up three
asks child to pick or events in sequence. and bigger and uses some temporal wrapped boxes, says,
orders objects up the little car, words, such as first, second or last. “This one’s the
and events selects small car Puts 3 unit blocks heaviest.”
from a variety of in order by height. Correctly inserts a 4” straw Puts sequence of 5
sized vehicles. Finds the biggest of within an ordered set of five pictured events in
Looks at 2 bowls 3 dolls in the crib. other straws sequenced from 1” order and describes,
of soup, points to Uses photos to – 5” and says, “This one goes “The boy gets up,
steaming one, sequence: here; it is shorter than the last brushes his teeth,
and says, “That 1. Put soap on one.” take off his pajamas,
one’s hot!” your hands. As teacher points to photos on gets dressed and
2. Wash your daily schedule, tells four events then eats his
hands. in correct order; for example, breakfast.”
3. Dry your “first comes center time; then Shares, “yesterday my
hands. snack time, then story time and grandmother came
then rest.” because tomorrow is
my mom’s birthday.”19
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 6 Uses number- Rote counts to 10 and Counts 10 to 20 Counts 10 to 20
related vocabulary uses number-related objects and puts two objects and identifies
vocabulary with some groups of 5 to 10 groups of objects
accuracy objects in 1-to-1 with less, same or
correspondence more
Relates number Uses numerals when Counts aloud correctly to For example: For example:
speaking or counting 10 while engaged in Correctly counts aloud Counts 20 pencils
to quantity objects without activities such as singing a to 10 the number of and brings them to
accuracy. song or doing a fingerplay names on the sign-in group.
like “Ten Little Bubbles.” sheet for using the Counts 10 chairs;
Holds up five Responds correctly when light table. then gets 10 cups
fingers and says, asked, “How old are you?” Playing “school,” gets and 10 napkins to
“I’m three!” by saying number and 5 dolls, counts them, set table for lunch.
Touches 3 animals holding up correct number then gets 5 chairs and After counting says,
in a row and counts of fingers. places one doll on “There are more girls
without accuracy, Counts a row of 10 items: each chair. [12] than boys [7]
“One, two, five.” 1,2,3,4,5,7,8,9,10. here today.”20
COGNITIVE
Performance BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 7 Shows Understands and Uses more complex Understands the relative
understanding of uses several positional words and nature of positional
basic positional positional words represents position in concepts
words work
Demonstrates Follows simple Follows directions Understands and uses words Understands that positional
directions with basic and uses a few basic such as high, low, under, over, words differ depending on an
spatial positional words such positional words to outside, inside. Begins to individual’s position/
awareness as in, out, off, on. describe location or show sense of position in perspective. Draws people or
activity. drawing and size in things that are more relative
Puts the tissue in constructing. and realistic in size.
the trash when Says, “I’m going to
asked. put the baby in • Builds and rebuilds a block Turns a picture upside
Responds to, the crib.” structure until large down so that the children
"Take your jacket Shouts, “I’m enough to fit all the sitting across the table can
off the table." climbing up the animals. see it.
slide.” • Draws figure with facial Draws head on person to a
Upon request, sits parts and stick arms and more realistic scale
next to Carlos in a legs in correct place. relative to body. Draws
group activity. • Asks a friend to get the animals in scale to
boat that is under the humans.
bridge and put it in the Says, "Give me the block
lake next to his boat. that is behind you" to a
peer.21
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 8 Uses short, simple Uses a sentence of Uses a series of at least 2 Uses a series of more
phrases or sentences 5 or more words to to 3 related sentences to than three related
express a thought tell experiences or stories sentences and details
to convey experiences
or stories
Uses complex Uses 3 to 4 words to make Sometimes includes Connects ideas with words, Regularly uses elaborated
statements, state two or more separate such as “then,” “next” and vocabulary to convey
sentences and negatives, ask or answer ideas connected by “because.” Uses correct details, including precise
vocabulary to questions. Errors in words, such as “and.” sentence structures. nouns, action verbs and
describe ideas pronunciation and descriptive adjectives.
grammar may occur. “That’s a big, blue “Daddy stopped the car
and garbage truck.” because the garbage “The yellow backhoe
experiences* “Look, big truck.” “Mommy works at truck was broke. He dug up the asphalt in
“Mommy ‘goed’ to night and brings honked the horn. Then front of my house and
work.” me cookies.” we took a detour to made lots of noise. It
“No more juice.” school.” surprised me. When
“Go out?” “Taryn’s mama brought Daddy took me to
*in any language. goats to school and tied school, we saw the
them up outside the deep trench. The
Use a language playground. Then we workers are going to
sample to document gave them water because put cables in the
this item. it was hot.” trench and then fill the
dirt back in.”22
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 9 Understands Understands and Understands and Understands and participates in
and makes participates in a participates in an an extended conversational
verbal response short conversational extended exchange about past and future
to comments exchange conversational events or experiences
exchange
Understands Makes a brief, but Takes at least two turns Takes more than two Takes several turns talking
related comment talking to adult or peer; turns talking. meaningfully about past and future
and participates in response to the responses are brief but Responses are events or experiences (in addition to
in comments of related to the prior elaborate and related. the here and now). Responses are
conversations* another child or speaker’s comments. elaborate and related.
an adult. Peer: “I like goldfish
Peer: “I like goldfish crackers.” Adult: “What are you going to do
Responds, crackers.” Child: “I like goldfish this weekend?”
“Me too” when Child: “I do, too.” and Ritz, but not Child: “We’re going to Nana’s
another child Peer: “Do you like graham crackers.” house in New York.”
says, “I like carrots?” Peer: “I like graham Adult: “What do you do at your
goldfish Child: “Ick, they’re crackers with jelly.” Nana’s house?”
crackers.” yucky.” Child: “I like jelly on Child: “Last time Nana took me
When adult Peer: “I’m feeding rice cakes.” to the zoo and we saw the bears.”
says, “The my baby.” Peer: “What are rice Adult: “Oh, that sounds like fun.”
sand is very Child: “I’m dressing cakes?” Child: “The polar bear was asleep
wet,” responds my baby.” Child: “They’re round in his cave and I could only see
“It’s sticky.” Peer: “My baby’s and big like this” his feet.”
When friend ready to go.” (demonstrating with Adult: “I bet they were big feet.”
says, “It’s my Child: “Mine, too. hands). Child: (laughing) “Yeah, hope I
* in any language birthday,” says Let’s go shopping.” see the WHOLE bear this time!”
“My birthday!”23
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 10 Participates in story- Makes connections Understands several Demonstrates specific
related activities between story and own aspects of story, such as knowledge and clear
experiences or feelings characters or events understanding of the main
characters and sequence of
events in story
Shows When adult reads a When adult reads or tells Demonstrates Recalls main characters and
short book or tells a a story to a small group understanding of a major events of the story in
understand- simple story to a few of children, responds character and/or an event sequence and understands how
ing of children, attends and with an appropriate in a story by making several they are connected.
stories displays interest non- emotion (facial comments, asking Demonstrates this by retelling,
verbally (through facial expression), OR acts out questions, drawing or acting out in play, representing
expression or body one related idea in play, acting out parts of the in art work, or answering who,
movement) or verbally OR makes one related story. when, where, how and why
(answers simple comment. questions related to story.
questions about After teacher reads The
pictures in a book or Shows surprise when Very Hungry Caterpillar, After teacher reads Caps for
recites repeated something acts out eating and then Sale, describes how the
phases of a familiar unexpected happens emerging from the peddler fell asleep, the
story). in story or when adult cocoon. monkeys took his hats, and
changes a story. After visitor tells story of he got so angry that the
Points to picture of After a parent tells a childhood experience monkeys gave him the hats
bear when teacher story about camping, making a quilt, makes a back.
asks, “Where’s the gets under table, picture of a quilt and Answers appropriately when
bear?” pretending it’s a tent. tells grandmother, “Mrs. teacher asks, “What
After hearing When teacher reads Ramos helped her happened next?” and, “How
several pages of Rain Makes Apple- mommy sew a quilt with did the peddler get his hats
The Very Hungry sauce, says, “I had red and blue stars when back?”
Caterpillar repeats applesauce for she was little.” Draws a series of three
with the group, “He dinner.” pictures showing the
was still hungry.” Retells 1 or 2 main beginning, middle and end of
events in a story. Caps for Sale.24
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 11 Holds book and Knows that pictures in Understands that the printed Understands that
turns pages book tell a story words in book convey the printed words in book
conventionally story are read from left to
right and top to bottom
Displays Holds book right Looks at pictures and Demonstrates an understanding Knows to start at top left
side up and turns pretend reads (tells own that print is what conveys the and demonstrates
knowledge of pages starting at story about pictures or story or meaning by pointing to conventional sequence by
books and the front of book. paraphrases a simple, printed words while pretend moving eyes or fingers
print familiar story while turning reading (though not in a left-to- across print in correct
pages of book). OR asks right, top-to-bottom sequence) direction.
about the story using only OR pointing to a printed word
the pictures. and asking adult what it says. Pretend reads, following
print with finger and
Turns pages and looks Points to printed words in moving in conventional
at pictures in The Carrot familiar picture book as she direction, sharing many
Seed and tells herself a pretend reads, telling herself details of a familiar
story about eating big the main events in the story. story.
carrots (not the story in Points to printed words in Follows print in
the book). Brown Bear, Brown Bear, conventional direction
Looks at familiar picture What Do You See? while with eyes as adult reads
of girl in Blueberries for asking adult, “What does it from book.
Sal with an adult and say here about the bear?” Shows adult where to
asks, “What’s the girl Moves hands off print on start reading the words
doing?” Turns page to page so that adult can read to a song printed on
bear picture and asks, story. chart paper and, using a
“Now what’s the bear pointer, moves it along
doing?” in appropriate direction.25
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 12 Identifies common Notices rhymes Generates rhymes Identifies words with similar
environmental sounds and/or similar and/or similar beginning sounds in work and play;
beginning sounds sounds in play connects and matches some
sounds to letters
Recognizes Distinguishes between Notices the sounds Plays with words, creating Selects rhyming words or words
sounds and names “eensy weensy” in own rhymes (by substituting that start with the same sound
similar sources of common song and later new initial sounds) or when given choices. Knows
sounds in sounds. while playing alliterations (by starting letters that represent some
speech repeats, “eensy, with the same sounds). beginning or ending sounds in
Hears meow and says weensy; eensy, Words created may be words.
“kitty.” weensy.” nonsense, silly or novel.
Hears siren and says Recognizes sound Answers correctly when adult
“fire truck.” similarities in the Sings “Wheels on the asks, “Which words rhyme in
Hears voices of 2 beginning of her Bus,” saying “beep, the name of this book (The
teachers in next room name and a boop, boom” for “beep, Cat in the Hat)?”
and identifies friend’s name. beep, beep.”
speakers by name. Says, “Hey, we’re Instead of singing “Miss Playing with words, says,
the same, Jovan Mary Mack, Mack, “Big, black bug.” Adult says,
and Janea.” Mack,” invents “Miss “That’s hard to say.” Child
Mary Sack, Sack, Sack.” responds, “Yeah, they all
start with B.”26
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 13 Recognizes visual Identifies some printed Identifies some Uses knowledge of sounds
symbols in the words in the context of familiar printed words and letters to identify
environment the environment out of context words in print
Identifies Points to shape on With the support of Uses the printed text Tries to find the word,
cubby and says, contextual cues, makes alone to recognize “Dad” on the Father’s Day
printed words “This mine.” meaning from some commonly used words. card, says the “d” sound,
Sees picture of red familiar printed words. and scans the page for a
traffic light in book Finds own name on word that starts with letter
and says, “Stop, Sees stop sign and says, class list. “D.”
cars, stop!” “That says stop.” Recognizes the word After finding the word
Says, “I want a Points to the word “Exit” “Dad” on a Father’s “cat,” points to another
burger” when sees on the door and says, Day card because it is word and says, “That must
McDonald arch. “EXIT, this goes a familiar pattern. be “hat” because it has
Points to symbol of outside.” While listening and some letters the same.”
woman in a dress Points to printed name following along as Identifies the words “milk”
on rest room door on cubby and says, teacher reads, The and “sugar” on a brownie
and says, “This is “This is my name.” Cat in the Hat, finds recipe using the
for mommies.” Points to printed word the word “cat” on the knowledge of the first and
“egg” next to picture of page because it is a last sound in the words.
an egg in a recipe and pattern that is Finds friend’s name on
asks the teacher, "Egg?" repeated frequently. class list and reads it.27
COGNITIVE
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
COG 14 Uses writing Writes messages using Writes messages using Writes messages using
tools to make scribbles letter-like shapes and some invented spelling and
scribbles conventional letters several conventional
words
Uses writing Uses crayons, Understands writing is Uses some recognizable letters, Writing features mostly
markers, different from drawing. often unrelated to sound recognizable letters. Starts
to convey pencils, etc. to Uses pretend writing to system, in a letter chain (for writing on left; moves to right.
meaning make convey meaning (write card, example, FNOPRT). Copies Some letters may be
scribbles on make sign). Child’s writing several letters and reversed. Knows correct
paper. looks different from his independently writes some letters for own name and
pictures (may have identifiable letters (usually from several familiar words. Letter
horizontal lines or letter-like own name). May not always choice for most words is
shapes). start writing from left. random.
Makes 2 round Writes a series of letter-like Writes “D N TCH” for “Do
scribbles and says, shapes in a line, including not touch.”
“That’s a bird.” Then several conventional letters Writes “I love mi nu pe” for
makes some letter-like from own name, to let others “I love my new puppy,”
scribble shapes and know not to touch wet paint. leaving spaces between
says, “That says bird.” Helps teacher make list of words.
Stuffs a few scraps of ingredients for matzo balls. Writes own name with
paper in an envelope, Copies words “egg” and “oil” recognizable letters in
scribbles some round from recipe. correct order.
shapes on the front and Prints most letters of name Types own name and a
says, "“This is for Mom.” so they are recognizable. few familiar words on
computer keyboard.28
CREATIVE EXPRESSION
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
CRE 1 Explores with Uses sensory and Creates simple Creates elaborate
sensory and build- building materials with constructions to constructions to represent
ing materials in purpose represent own ideas own experiences, thoughts
repetitive manner and ideas
Builds and Pours water back Tries different actions to Applies understanding of Uses a variety of materials to
and forth between see how materials how materials work to represent own knowledge and
constructs to two containers. respond. After construct representations imaginary ideas. May create
represent own Moves blocks experimentation, may with intention. Usually and develop constructions
ideas from one place to name the construction starts out knowing what during dramatic play.
another. (“It’s a house," "cake”…). he wants to represent.
Stacks and Creates unit block
unstacks DUPLO® Learns to dampen Shouts, “I’m gonna apartment building with
blocks. sand to pack it in make a snowman;” multiple floors; adds
Pours glue on bucket and turns it then rolls play dough parking garage when
paper and tries to over to create a form; into three balls to peers drive over to visit.
stick fabric, then labels it the make one. Makes detailed LEGO®
walnuts, stones preschool. Adds yarn hair to castle for “magic dragon.”
Stacks LEGO® blocks drawing of a girl. After putting out fire, helps
carefully to make a Selects toilet paper to build hospital for the
tower. rolls and tape to make injured using a variety of
Lines up unit blocks on binoculars. boxes.
floor; then says, “This Says, “I’m making a Works with clay to make
is the road to Mom’s garage for the snow horse, adds yarn mane
office.” plow truck” and and tail; makes fabric
Selects soft materials creates one with a saddle when friend offers
from art area and shoe box. a rider for horse.
creates collage.29
CREATIVE EXPRESSION
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
CRE 2 Draws and paints, Draws or paints Creates own Represents own experiences,
experimenting with with some control representations, using thoughts and ideas with
line, shape and and own purpose different materials multiple details and a sense of
color space
Draws and Demonstrates some Tries different actions Draws or paints objects or Uses a variety of media to make
intentionality and to see how materials events with some details. elaborate creations based on
paints to beginning control in respond. After Selects or combines media memory, observation and
represent placing marks on experimentation, may for own purposes. imagination.
own ideas paper. label the drawing or
painting (“It’s my Draws body, including Draws self and brother in multi-
Makes lines on dog,” “a tiger," "my head, arms and legs. colored jackets with buttons and
edge of paper in house and swing Adds hair and shoes hood, using fine magic markers.
various colors with set”…). with colored pencils. Paints person in proportion next
markers. Makes sign for doctor’s to house with blue grass, striped
Creates circular Draws shapes that office using stamps and flowers and purple trees.
scribbles with look like heads ink pad. After sketching class pet guinea
markers, making with four legs and Observes geranium in pig several times, develops
big and small labels them classroom and decides detailed crayon and colored
marks all over “dogs” and to paint flower at easel, pencil version of pet in its cage.
paper. “horses.” trying to match color of Observes self looking happy in
Paints lines up and Makes chalk flower and leaves. mirror and draws self-portrait
down at easel. circular drawings Draws house with door with open smiling mouth,
on sidewalk and and windows and then showing some teeth and space
calls them "bugs”. mixes yellow and blue for one that is missing, using oil-
crayons to make it pastels.
“green like my house.”30
CREATIVE EXPRESSION
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
CRE 3 Plays alone and imitates Engages in parallel Engages in Engages in extended,
simple aspects of a role and associative play cooperative role-play planned cooperative
using realistic props and with peers with peers role-play with peers
sounds
Represents Stirs pretend coffee in Combines several Interacts with others in Coordinates roles with
cup with spoon, drinks aspects of a role and play and uses imaginary others and sustains play
experiences and says, “Mmm.” uses pretend props props and words to for at least 15 minutes.
and fantasies in “Feeds” baby doll with alongside peer. May depict action, when Able to step out of role to
pretend play bottle, then “burps” the briefly relate to friend in necessary. develop plans for play.
baby. play.
Puts play phone receiver Hands a friend Suggests, “I’ll be the
to ear and pretends to Changes and rocks imaginary money to cook, you’re the
talk to Daddy, saying baby doll next to pay for a purchase in waiter, and she’ll
“Hi, Daddy. Good bye.” friend who rocks the play store. come in and order
Then hangs up. another doll; then Makes honking food.”
feeds doll using block noises, welcomes Pretends to be injured
as a bottle. passengers and and lies stiffly as the
Cooks and then "eats" collects fares as a ambulance driver
meal using acorns as bus driver in a bus listens to his heart.
food. made with hollow Pretends to grab his
Moves fire engine on blocks and chairs. wallet and hat and
block road toward Calls friend using says to peer, “You
house friend has built imaginary phones to watch the baby while I
and then uses a straw get advice from the go shopping for
as a hose to put out vet about a sick cat dinner.”
the fire. who is vomiting.31
CREATIVE EXPRESSION
Performance
BENCHMARKS FOR 2½ - TO 6-YEAR-OLD CHILDREN
Standard
CRE 4 Reacts to music Repeats parts of simple Sings simple songs Adjusts singing and
with consistent songs and responds to and responds to movement in response to
responses beat in music changes in music with changes in pitch and rhythm
voice or body
Sings and Moves or sings to Repeats familiar, repetitive Sings entire song. Usually sings on pitch and keeps
music, not necessarily parts of simple songs. Able Responds appropriately rhythm. May create own song.
responds to in synchrony with beat. to control coordination and with voice or body to
music rhythmic response by changes in tempo or Joins large group in singing
Uses one type of reacting in time to beat. volume. more complex songs so
movement in others recognize tune and
response to music When teacher sings Moves to march by most of words (for example,
(sways back and “The Wheels on the stamping, waltz by Aiken Drum, De Colores).
forth or bobs up Bus”, moves arms swaying arms in air…. Improvises with rhythm
and down from the round and round, and Sings “Dinnertime, instruments in time to
knees…). shouts “round and dinnertime,” after audiotape that she and
Tries out musical round at appropriate “cooking” meal in friend select in music center.
instruments, often times.” dramatic play center. Uses drum to repeat rhythm
without keeping Joins small group in Using percussion and pattern started by peer
time to beat. singing simple, familiar instruments, makes on tambourine.
Makes repetitive songs like “Row, Row, louder sounds as Follows series of dance
sound in response Row Your Boat” and music gets louder, movements of peer; then
to music, such as “Twinkle, Twinkle Little softer sounds as improvises own creative
repeating the Star.” music gets softer. movements in time to music.
refrain, E-I-E-I-O or Uses simple percussion Moves more quickly
BINGO. instruments, like rhythm when music tempo
sticks, to keep time to speeds up; slows
music. down as music slows.You can also read
