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

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objects withincreasingaccuracy( example:cube, sphere,cone)109Essential IndicatorsDomain:NumeracyOutcome #11:The child demonstrates anunderstanding of non-standard units tomeasureand make comparisons.Indicator11.3(Essential Indicator #11): Demonstrates emerging knowledge ofmeasurement.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMaking ProgressAccomplishedfor K(End of K)Identifies ComparesIdentifies With Uses Uses Describes and Describes andobjects as bigusing languageobjects thatassistance,measurementappropriatecompares withcompares withor smallor gestures are similar in makes directto explorevocabularyincreasinglyincreasinglyrelated to size(i.e., bigger,taller, longer,sizecomparisons oflength,weight,length, height,or weight,using standardwith adultassistanceto describeaccuratevocabulary length,height, weight andtime concepts.accuratevocabularylength, height,shorter,volume, heightor non-length,(example: Lengthweight andsmaller)or area ofstandard baseheight,-shorter, longer,time. Recordsmaterials orofweight and taller; Volumeñthe results ofobjects inthemeasurementtimefull, empty; Weightsuchenvironmentñheavy,light; andmeasurementTime ñbefore,comparisons.after, morning,afternoon, days ofweek)
110Essential IndicatorsDomain:NumeracyOutcome #12:The child demonstrates theability to investigate, organize, andcreate representations.Indicator12.1(Essential Indicator #12): Sorts, classifies and groups materialsby one or more characteristics.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplished forK(End of K)Identifies Identifies twoSorts orSorts items Given a RecognizesExtends aOrders objects intwo objectsobjects ormatchesinto smallcollection ofand creates three a complex3or pictures pictures thatobjects that number ofitems simpleelementelementdesign ofthat are theare the sameare identicalgroups based determines aalternatingpatternhis/her ownsameand eliminatesones that aredifferent fromthis groupon similarattributesclassificationscheme thatcreates agroup foreveryitem andtells about thegroupspatterns(example:blue block/redblock/blueblock/redblock)started byothers(example:red tile/bluetile/yellowtile, childadds redtile/bluetile/yellowtileÖ)creation(example: stringsvarious shapes andcolors of woodenbeads in arepeating seriesÖred cube/redcube, blue ball,green cone, redcube/red cube,blue ball, greencone)111
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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
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Demonstrate beginning number andmea
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Respond to music or chantingQuiet w
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Try out new ways to get dressedDemo
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(Both Brian and Sofia are showing t
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Program planning works best when ea
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Demonstrate increasing largemotor c
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Follow toys with eyesReach for or s
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Show increasing eye-handcoordinatio
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Coordinate sucking, swallowingand b
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Remove hat and mittensZip or unzip
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Domain: Approaches to LearningDomai
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ï and Problem Solving ñ looks at
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Begin to demonstrate initiativeEnga
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Engage with objects that light up o
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Remember: You are likely to see the
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Aesthetic Creativity
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New Mexico PreK and Title Iì619î
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2.3 Holds writing tool in pincer gr
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5.1 Listens with understanding to d
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7.4 Progresses in understanding and
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#10 The child demonstratesunderstan
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DomainOutcomeIndicatorAestheticCrea
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#15 The child acquires scientific k
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#18 The child demonstrates self-con
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21.2 Accepts guidance and direction
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#24 The child takes initiative.24.1
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#28 The child uses problem-solving
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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
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Page 185 and 186: Accomplishedfor K(End of K)Responds
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Page 189 and 190: Accomplishedfor 4ís(First Stepsfor
Page 191 and 192: letter-soundassociationswith beginn
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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
Page 215 and 216: Children to a Higher Level, pp. 149
Page 217 and 218: Photo 19 NumeracyWhen You Are Obser
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Page 223 and 224: Domain Description:The arts provide
Page 225 and 226: First StepsMakingProgressAccomplish
Page 227 and 228: Communicatestwo ideas orfeelingsthr
Page 229 and 230: Domain: Scientific Conceptual Under
Page 231 and 232: Watch & Listen Ask & Wonder Reflect
Page 233 and 234: MakingProgressAccomplished for 3ís
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Page 253 and 254: and someadult helpPlacespersonal it
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Page 257 and 258: Interacts withother children,sharin
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Page 263 and 264: Domain Vignettes:Three four-year-ol
Page 265 and 266: Photo 23 Approaches.PNGWhen You Are
Page 267 and 268: 3-Year-Old Rubrics4-Year-Old Rubric
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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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