New Mexico Early Learning Guidelines - Center For Education ...

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DomainOutcomeIndicatorDomain Outcome IndicatorApproaches to<strong>Learning</strong>#23 The child is open and curious to learnnew things.23.1 Demonstrates eagerness to find out more about other people.23.2 Shows interest in exploring the environment, learning newthings and trying new experiences.
#24 The child takes initiative.24.1 Initiates interaction with peers and adults.24.2 Develops increasing independence during activities, routines,and play.#25 The child exhibits imagination andcreativity.25.1 Tries new ways of doing things.25.2 Uses imagination to generate a variety of ideas.25.3 Role plays to express feelings, to dramatize stories, to try outsocial behaviors observed in adults, and reenact real-life roles and
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WHAT ARE EARLY LEARNING GUIDELINES?
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student achievement.Photo 3.PNGPhot
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ï To help understand the complexit
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irth through kindergarten age. In c
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The New Mexico Early Learning Guide
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sensory and brain development. Ever
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communication andinteractions with
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children are not just products of t
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The Chief Council of State School O
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Domain I: Beginning to Know About O
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CreativityPersistenceProblem Solvin
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development: how very young childre
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ï "In what ways does this baby dem
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Charts for each domain will contain
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Summary of Indicators for Young Inf
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Begin to listen to words with under
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Gain control of head andbodyMove bo
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Express own needsFollow simple rout
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Participate in socially expectedcon
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Begin to controlmovements using arm
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Demonstrate different emotions ormo
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Use sounds and words in social situ
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Begin to use simple toolsShow incre
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Demonstrate an increasing ability t
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Initiate socially expected communic
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independentlyCoordinate several sen
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Domain: Beginning to Know About Our
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awareness of his own abilities by f
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Beginning to Know About Ourselves a
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Express own needsGesture when hungr
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Use self talk: Say ìnoî when reac
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Respond to emotional cues: smilebac
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Tell mom, ìDonít sing!îGive orde
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Participate in interactionsDisplay
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unfamiliar adultsHold adultís hand
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Demonstrate attention by watchingBe
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interaction skills with peersPartic
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Domain: Beginning to CommunicateDom
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Language is the shared code or symb
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use of language by a caregiver. So
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Respond non-verbally to gesturesand
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word when asked "Who?" or "Where?"q
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lips) or bubbles to experiment with
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Use adjectives in phrases ñ ìbig
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Pick up small toy with thumb andfin
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Explore writing as a means ofcommun
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Domain: Beginning to Build Concepts
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out of their written descriptions.
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Explore size and shapePlay with toy
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Begin to organize materials andinfo
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Continue to bat at crib toy to make
Page 113 and 114: Demonstrate beginning number andmea
Page 115 and 116: Respond to music or chantingQuiet w
Page 117: Try out new ways to get dressedDemo
Page 120 and 121: (Both Brian and Sofia are showing t
Page 122 and 123: Program planning works best when ea
Page 124 and 125: Demonstrate increasing largemotor c
Page 126 and 127: Follow toys with eyesReach for or s
Page 128 and 129: Show increasing eye-handcoordinatio
Page 130 and 131: Coordinate sucking, swallowingand b
Page 132 and 133: Remove hat and mittensZip or unzip
Page 134 and 135: Domain: Approaches to LearningDomai
Page 136 and 137: ï and Problem Solving ñ looks at
Page 138 and 139: Begin to demonstrate initiativeEnga
Page 140 and 141: Engage with objects that light up o
Page 142 and 143: Remember: You are likely to see the
Page 144: Aesthetic Creativity
Page 147 and 148: New Mexico PreK and Title Iì619î
Page 149 and 150: 2.3 Holds writing tool in pincer gr
Page 151 and 152: 5.1 Listens with understanding to d
Page 153 and 154: 7.4 Progresses in understanding and
Page 155 and 156: #10 The child demonstratesunderstan
Page 157 and 158: DomainOutcomeIndicatorAestheticCrea
Page 159 and 160: #15 The child acquires scientific k
Page 161 and 162: #18 The child demonstrates self-con
Page 163: 21.2 Accepts guidance and direction
Page 167: #28 The child uses problem-solving
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Page 173 and 174: coordinate their hands to pour juic
Page 175 and 176: MakingProgressAccomplishedfor 4ís(
Page 177 and 178: Uses smallerbeads, pegs andmanipula
Page 179 and 180: Domain: LiteracyDomain Vignette:In
Page 181 and 182: Domain Description:Literacy encompa
Page 183 and 184: Families transmit values, beliefs a
Page 185 and 186: Accomplishedfor K(End of K)Responds
Page 187 and 188: Followsincreasinglycomplexdirection
Page 189 and 190: Accomplishedfor 4ís(First Stepsfor
Page 191 and 192: letter-soundassociationswith beginn
Page 193 and 194: (First Stepsfor 4ís)MakingProgress
Page 195 and 196: connectedsentences toexpress ideasa
Page 197 and 198: for 4ís)MakingProgressAccomplished
Page 199 and 200: Listens to anadult read abook or ch
Page 201 and 202: Domain: LiteracyOutcome #7: The chi
Page 203 and 204: Uses ownexperiences tomakecomments
Page 205 and 206: Essential IndicatorsDomain: Literac
Page 207 and 208: (End of K)Identifies printin theenv
Page 209 and 210: Essential IndicatorsDomain: Literac
Page 211 and 212: Accomplishedfor K(End of K)Makes ma
Page 213 and 214: Writes somesimple wordsusing standa
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Children to a Higher Level, pp. 149
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Photo 19 NumeracyWhen You Are Obser
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correctlyassigns anumber to eachite
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110Essential IndicatorsDomain:Numer
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Domain Description:The arts provide
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First StepsMakingProgressAccomplish
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Communicatestwo ideas orfeelingsthr
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Domain: Scientific Conceptual Under
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Watch & Listen Ask & Wonder Reflect
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MakingProgressAccomplished for 3ís
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than verballyUses onesense (such as
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numbers orsymbols ongraphs andchart
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Accomplishedfor K(End of K)Asks ìw
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Developsalternativehypothesisbased
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they were going to have a birthdayp
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Keep in MindConsideration of each c
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4ísMakingProgressAccomplishedfor K
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and explainstheirimportance(beyondc
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Accomplishedfor 4ís(First Stepsfor
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and someadult helpPlacespersonal it
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ProgressAccomplishedfor 3ís(First
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Interacts withother children,sharin
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First StepsMakingProgressAccomplish
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and assistanceWith teacherguidanceg
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Domain Vignettes:Three four-year-ol
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Photo 23 Approaches.PNGWhen You Are
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3-Year-Old Rubrics4-Year-Old Rubric
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often choosingfavorite,familiaracti
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Indicator 24.2 (Essential Indicator
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Needsextensiveadult helpduringactiv
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Outcome #25: The child exhibits ima
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Adds dress-upclothes orother items
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ole playacross morethan one dayEsse
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Accomplishedfor K(End of K)Shows in
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Domain: Physical Development, Healt
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Photo 24 Gross Motor.pngWhen You Ar
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Indicator1.1(Essential Indicator #2
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esponse tothrowing,catching andkick
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Building PortfoliosWhen authentical
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what children do and say so thatthe
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Observerís Name DateAs children pl
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SCIENTIFIC CONCEPTUAL UNDERSTANDING
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Childís Progress toward the Outcom
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. Familiar task for this childAnecd
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Making ProgressUses own experiences
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NM Early Learning GuidelinesPortfol
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First StepsMakes marks orscribbles
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ExceedsExpectationsCorrectly assign
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(include photo, worksample or other
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Making ProgressParticipates in more
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Uses one sense(such as sight only o
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. Child-initiated activity . Done i
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Demonstratesincreasedinterest andfr
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ExpectationsIncorporates 1 ñ 2soci
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minutes). New task for this child .
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First StepsShows interest infavorit
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SampleNew MexicoEarly LearningGuide
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sentences to expressideas and reply
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minutes). New task for this child .
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to pictures, turningpages, and/or a
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Shows increasing control ofthe writ
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one correspondenceChildís Progress
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. Teacher-initiated activity . Done
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Communicates a morecomplex combinat
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Childís Name Date ObserverDomain:
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First StepsUses obvioussensory info
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Childís Progress toward the Outcom
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Anecdotal Note: Describe what you s
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Incorporates 1 ñ 2 socialbehaviors
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Focuses and completes a variety of
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. Child-initiated activity . Done i
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Making ProgressUses 2 connectedsent
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Accomplishing for K(End of K)Answer
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Check off whatever applies to the c
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DemonstratingPurposefullymakes mark
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Making ProgressCorrectly assigns an
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Communicates ideas and/or feelings
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more complexcombination ofideas or
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Uses one sense(such as sight only o
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Understands thatìfairnessî requir
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Anecdotal Note: Describe what you s
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ehaviors withincreasing selfregulat
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ContinuingProgressUtilizes multiple
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