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

More documents

Recommendations

Info

Domain I: Beginning to Know About Ourselves and OthersComponents:Relationships with AdultsRelationships with PeersSelf AwarenessSelf RegulationDomain II: Beginning to CommunicateComponents:Listening and UnderstandingSpeaking and CommunicatingFoundations for <strong>Early</strong> Literacy
Domain III: Beginning to Build ConceptsComponents:Exploration and DiscoveryConcept Development and MemorySolving Problems and Using SymbolsDomain IV: Beginning to Move and DoComponents:Large Motor DevelopmentFine Motor DevelopmentSelf Help SkillsDomain V: Approaches Toward <strong>Learning</strong>Components:CuriosityInitiative
Page 5 and 6: WHAT ARE EARLY LEARNING GUIDELINES?
Page 7: student achievement.Photo 3.PNGPhot
Page 10 and 11: ï To help understand the complexit
Page 12: irth through kindergarten age. In c
Page 17 and 18: The New Mexico Early Learning Guide
Page 19 and 20: sensory and brain development. Ever
Page 21 and 22: communication andinteractions with
Page 23 and 24: children are not just products of t
Page 25: The Chief Council of State School O
Page 30 and 31: CreativityPersistenceProblem Solvin
Page 32 and 33: development: how very young childre
Page 34 and 35: ï "In what ways does this baby dem
Page 36 and 37: Charts for each domain will contain
Page 38 and 39: Summary of Indicators for Young Inf
Page 40 and 41: Begin to listen to words with under
Page 42 and 43: Gain control of head andbodyMove bo
Page 44 and 45: Express own needsFollow simple rout
Page 46 and 47: Participate in socially expectedcon
Page 48 and 49: Begin to controlmovements using arm
Page 50 and 51: Demonstrate different emotions ormo
Page 52 and 53: Use sounds and words in social situ
Page 54 and 55: Begin to use simple toolsShow incre
Page 56 and 57: Demonstrate an increasing ability t
Page 58 and 59: Initiate socially expected communic
Page 60 and 61: independentlyCoordinate several sen
Page 62 and 63: Domain: Beginning to Know About Our
Page 64 and 65: awareness of his own abilities by f
Page 66 and 67: Beginning to Know About Ourselves a
Page 68 and 69: Express own needsGesture when hungr
Page 70 and 71: Use self talk: Say ìnoî when reac
Page 72 and 73: Respond to emotional cues: smilebac
Page 74 and 75: Tell mom, ìDonít sing!îGive orde
Page 76 and 77: Participate in interactionsDisplay
Page 78 and 79:
unfamiliar adultsHold adultís hand
Page 80 and 81:
Demonstrate attention by watchingBe
Page 82 and 83:
interaction skills with peersPartic
Page 84 and 85:
Domain: Beginning to CommunicateDom
Page 86 and 87:
Language is the shared code or symb
Page 88 and 89:
use of language by a caregiver. So
Page 90 and 91:
Respond non-verbally to gesturesand
Page 92 and 93:
word when asked "Who?" or "Where?"q
Page 94 and 95:
lips) or bubbles to experiment with
Page 96 and 97:
Use adjectives in phrases ñ ìbig
Page 98 and 99:
Pick up small toy with thumb andfin
Page 100 and 101:
Explore writing as a means ofcommun
Page 103 and 104:
Domain: Beginning to Build Concepts
Page 105 and 106:
out of their written descriptions.
Page 107 and 108:
Explore size and shapePlay with toy
Page 109 and 110:
Begin to organize materials andinfo
Page 111 and 112:
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 and 164:
21.2 Accepts guidance and direction
Page 165 and 166:
#24 The child takes initiative.24.1
Page 167:
#28 The child uses problem-solving
Page 171 and 172:
glue, Dominic?î William asks. ìSu
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
Page 215 and 216:
Children to a Higher Level, pp. 149
Page 217 and 218:
Photo 19 NumeracyWhen You Are Obser
Page 219 and 220:
correctlyassigns anumber to eachite
Page 221 and 222:
110Essential IndicatorsDomain:Numer
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
Page 235 and 236:
than verballyUses onesense (such as
Page 237 and 238:
numbers orsymbols ongraphs andchart
Page 239 and 240:
Accomplishedfor K(End of K)Asks ìw
Page 241 and 242:
Developsalternativehypothesisbased
Page 243 and 244:
they were going to have a birthdayp
Page 245 and 246:
Keep in MindConsideration of each c
Page 247 and 248:
4ísMakingProgressAccomplishedfor K
Page 249 and 250:
and explainstheirimportance(beyondc
Page 251 and 252:
Accomplishedfor 4ís(First Stepsfor
Page 253 and 254:
and someadult helpPlacespersonal it
Page 255 and 256:
ProgressAccomplishedfor 3ís(First
Page 257 and 258:
Interacts withother children,sharin
Page 259 and 260:
First StepsMakingProgressAccomplish
Page 261 and 262:
and assistanceWith teacherguidanceg
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
Page 269 and 270:
often choosingfavorite,familiaracti
Page 271 and 272:
Indicator 24.2 (Essential Indicator
Page 273 and 274:
Needsextensiveadult helpduringactiv
Page 275 and 276:
Outcome #25: The child exhibits ima
Page 277 and 278:
Adds dress-upclothes orother items
Page 279 and 280:
ole playacross morethan one dayEsse
Page 281 and 282:
Accomplishedfor K(End of K)Shows in
Page 284 and 285:
Domain: Physical Development, Healt
Page 286 and 287:
Photo 24 Gross Motor.pngWhen You Ar
Page 288 and 289:
Indicator1.1(Essential Indicator #2
Page 290 and 291:
esponse tothrowing,catching andkick
Page 293 and 294:
Building PortfoliosWhen authentical
Page 295 and 296:
what children do and say so thatthe
Page 297:
Observerís Name DateAs children pl
Page 300:
SCIENTIFIC CONCEPTUAL UNDERSTANDING
Page 303 and 304:
Childís Progress toward the Outcom
Page 305 and 306:
. Familiar task for this childAnecd
Page 307 and 308:
Making ProgressUses own experiences
Page 309 and 310:
NM Early Learning GuidelinesPortfol
Page 311 and 312:
First StepsMakes marks orscribbles
Page 313 and 314:
ExceedsExpectationsCorrectly assign
Page 315 and 316:
(include photo, worksample or other
Page 317 and 318:
Making ProgressParticipates in more
Page 319 and 320:
Uses one sense(such as sight only o
Page 321 and 322:
. Child-initiated activity . Done i
Page 323 and 324:
Demonstratesincreasedinterest andfr
Page 325 and 326:
ExpectationsIncorporates 1 ñ 2soci
Page 327 and 328:
minutes). New task for this child .
Page 329 and 330:
First StepsShows interest infavorit
Page 331:
SampleNew MexicoEarly LearningGuide
Page 335 and 336:
sentences to expressideas and reply
Page 337 and 338:
minutes). New task for this child .
Page 339 and 340:
to pictures, turningpages, and/or a
Page 341 and 342:
Page 343 and 344:
Shows increasing control ofthe writ
Page 345 and 346:
one correspondenceChildís Progress
Page 347 and 348:
. Teacher-initiated activity . Done
Page 349 and 350:
Communicates a morecomplex combinat
Page 351 and 352:
Childís Name Date ObserverDomain:
Page 353 and 354:
First StepsUses obvioussensory info
Page 355 and 356:
Childís Progress toward the Outcom
Page 357 and 358:
Anecdotal Note: Describe what you s
Page 359 and 360:
Incorporates 1 ñ 2 socialbehaviors
Page 361 and 362:
Focuses and completes a variety of
Page 363:
. Child-initiated activity . Done i
Page 369 and 370:
Page 371 and 372:
Making ProgressUses 2 connectedsent
Page 373 and 374:
Accomplishing for K(End of K)Answer
Page 375 and 376:
Check off whatever applies to the c
Page 377 and 378:
DemonstratingPurposefullymakes mark
Page 379 and 380:
Page 381 and 382:
Making ProgressCorrectly assigns an
Page 383 and 384:
Communicates ideas and/or feelings
Page 385 and 386:
more complexcombination ofideas or
Page 387 and 388:
Uses one sense(such as sight only o
Page 389 and 390:
Page 391 and 392:
Understands thatìfairnessî requir
Page 393 and 394:
Anecdotal Note: Describe what you s
Page 395 and 396:
ehaviors withincreasing selfregulat
Page 397 and 398:
Page 399 and 400:
ContinuingProgressUtilizes multiple
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?