Maryland Model for
School Readiness
(MMSR)
Prekindergarten Expanded
Exemplars ~ Spring/Exit
Maryland State Department of Education
Division of Early Childhood Development/Early Learning Branch
200 West Baltimore Street
Baltimore, Maryland 21201
410.767.0335 (ph) 410.333.2379 (fax)
Revised Fall 2007
Fifth Edition
Prekindergarten
Maryland Model for School Readiness
Introduction
The Maryland Model for School Readiness (MMSR) is a statewide school readiness framework. It is defined by early
learning standards that outline expectations for what all children should know and be able to do in all developmental areas
by the end of kindergarten. In the spring of 2005 and again in the summer of 2006, the MMSR standards were revised to
reflect the Voluntary State Curriculum (VSC) content standards, indicators and objectives. In addition, the MMSR Fall and
Spring Exemplars were both developed to provide assessment criteria or guidelines for the kindergarten and pre-
kindergarten MMSR standards.
Note: The Arts and Physical Education and Health VSC are still in draft form.
What are the Expanded MMSR Exemplars?
The expanded MMSR Exemplars are descriptions of typical student skills and behaviors that a teacher looks for when
evaluating performance. They were developed to provide criteria or guidelines for evaluating student performance by
determining ratings – proficient, in process, needs development – for all of the 66 Kindergarten WSS™ Checklist
indicators, all 55 Pre-kindergarten WSS™ Checklist indicators, and all 51 Preschool-3 WSS™ Checklist indicators for Fall
and Spring. The exemplars are based on the MMSR/VSC standards, indicators, and learning objectives. They describe
documented student skills and behaviors at the objective level, linking learning objectives to MMSR/VSC indicators.
(Note: The VSC standards span grades Prekindergarten through 8. Therefore, the MMSR Preschool-3 Exemplars are
based on precursor skills to the VSC standards for Prekindergarten, as well as on the Guidelines for Healthy Child
Development and Care for Young Children (Birth-Age 3) voluntary guidelines, indicators, and learning objectives.
Those school systems that are making performance ratings on students using the 30 item WSS™ Checklist for
kindergarten and/or the 29 item WSS™ Checklist for pre-kindergarten can use this same updated MMSR Exemplars
Booklet, but teachers should focus only on using those exemplars that are designated in the following way:
The pencil icon is in the upper left corner of the page -
The WSS Indicator is bolded (Ex: III C2 Recognizes, duplicates, and extends patterns)
The objectives and exemplars are formatted in shaded gray scale.
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Prekindergarten
How to use the MMSR Exemplars?
There are two principle ways in which the MMSR Exemplars can be used:
MMSR:
o To complete summative evaluations of students on the 29 highlighted Pre-k level indicators in the fall during
the first two weeks in November;
o To measure progress against the 29 highlighted Pre-k level indicators in the spring during the last two weeks
in May.
Early Childhood Accountability System (ECAS):
o To assess Status At Entry on all 55 Pre-k level indicators for children newly identified with initial IEPs;
o To measure Progress At Exit on all 55 Pre-k level indicators for children with IEPs who met their IEP goals
and who exit special education and related services prior to the end of their kindergarten year; a child must
have a Status At Entry measure and have participated in special education and related services for at least
six months in order for a Progress At Exit measure to be completed.
The Exemplars offer descriptive examples of student skills for each of the three levels of performance ratings: proficient,
in process, and needs development. Using the student‟s portfolio of work samples and documentation of learning based
on ongoing observation,
The teacher rates student performance by asking, “Based on what I know about the student and the information I have
collected, which set of examples and corresponding rating most effectively describes the student‟s performance on the
indicator?”
Related to the two principle ways in which the Exemplars can be used it is important to remember that for:
MMSR:
o Fall exemplars describe expectations for the fall of the school year.
o Spring exemplars describe expectations for the end of the school year.
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Prekindergarten
Early Childhood Accountability System (ECAS):
o Fall/Entry exemplars (for all 55 indicators – highlighted and expanded) are to be used to measure the
developmental status of children with IEPs in relationship to expectations for typically developing
peers; it is recommended that the Fall/Entry exemplars be used for children with initial IEPs whose
chronological age falls from 4 years 0 months through 4 years 5 months of age.
o Spring/Exit exemplars (for all 55 indicators – highlighted and expanded) are to be used to measure
the developmental status of children with IEPs in relationship to expectations for typically
developing peers; it is recommended that the Spring/Exit exemplars be used for children with IEPs
whose chronological age falls from 4 years 6 months through 4 years 11 months of age.
According to federal special education requirements1, additional information may need to be collected on students with
IEPs when they „enter‟ or „exit‟ special education services. Therefore, to provide clarification for professionals using
the WSS to assess kindergarteners and preschoolers upon „entry‟ to or „exit‟ from preschool special education
services in compliance with the ECAS, the Fall/Entry Exemplars have been designated for “Fall” or “Entry,” and
the Spring/Exit Exemplars have been designated for “Spring” or “Exit.”
Teachers are encouraged to become familiar with the new MMSR exemplars, discuss them during the training sessions
and with colleagues, use them to guide their evaluations, and communicate student learning and progress as students
move from one grade to the next.
Kindergarten teachers working at schools with Judy Centers evaluate students in the spring.
2
2004 Individual with Disabilities Education Act
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Prekindergarten
VSC - Content Area and MMSR Exemplars Format
Standard Number
Content Area: 6.0 Listening Work Sampling System –
Indicator and Number Rating Period
WSS Indicator: II A1 Gains meaning by listening Fall Spring
VSC - Topic and Indicator
MMSR/VSC Indicator: A.2. Comprehend and analyze what was heard
MMSR/VSC – Indicator Alignment
Objective: Proficient In Process Needs Development
Determine a speaker‟s general Removes and hangs up coat when Removes coat and leaves it on the Joins the class with coat/jacket on
purpose directed by the teacher to take off and floor when directed by teacher and/or after being directed by the teacher to
hang up coat/jacket (May rely on provided with visual cues to take off take off and hang up coat/jacket.
visual cues.) and hang up coat/jacket.
Demonstrate and understanding Listens to a visitor communicate about Listens to a visitor communicate about
When asked a question about the
of what is heard by retelling and what s/he does in the community (e.g., what s/he does in the community (e.g.,
classroom visitor, responds by
police officer) then finds a book about police officer) and later uses some
relating prior knowledge communicating, “I don‟t know,” or
community helpers and makes a words (or signs or pictures) and
“Today I am packing my lunch.”
personal connection by content in dramatic play.
communicating that her Dad is a
police officer.
Listen carefully to expand and Defines new vocabulary and is Defines new vocabulary but is not able Unable to define or use new
enrich vocabulary sometimes able to use it in the correct to use it in the correct context during vocabulary.
context during conversation. conversation.
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Prekindergarten
MMSR/VSC - Objective
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Prekindergarten
Personal / Social
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Prekindergarten
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 1.0 Emotional Self-Regulations
WSS Indicator: I A1 Demonstrates self-confidence Fall Spring
MMSR/VSC: 1A 1 Student will demonstrate healthy confidence
Objective: Proficient In Process Needs Development
Attempts new play and Copies hand motions and/or Attempts to copy hand motions Watches adult model the hand
words to a new finger and/or words to a new finger motions and/or words to a new
learning experiences play/song when modeled by an play/song when modeled by an finger play but does not try to
independently adult. adult. copy.
Knows resources are At center time, student When asked by a classmate, When asked by a classmate,
independently goes to art shelf, “Can you get/show/find me the “Where‟s the play dough?”,
available in the locates play dough and brings play dough?”, student goes to student points to the art shelf
classroom and how to it to the table and begins art shelf, locates play dough where the play dough is
use them playing with it. and brings it to the table and located.
begins playing with it.
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Prekindergarten
✎ MMSR Exemplars
Content Area: Personal and Social Development – 1.0 Emotional Self-Regulation
WSS Indicator: I A2 Shows some self-direction Fall Spring
MMSR: 1 A3 Shows self-direction in familiar settings
Objective: Proficient In Process Needs Development
Makes choices with help Attempts a new activity and Chooses one familiar activity Chooses a familiar (purposeful
pursues it for a meaningful over another and actively and play or work) activity only with
and pursues tasks with period of time. purposefully participates in it. assistance from an adult.
intention (In different situations, the
activity or choice varies.)
Cares for own Stores own belongings or class Places own belongings, such Places own belongings in
projects, such as art work or as hats or mittens in storage area with assistance
belongings with work samples in assigned predetermined storage area from an adult (may rely on
occasional reminders areas (may benefit from visual (may benefit from visual cues). visual cues).
cues).
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Prekindergarten
✎ MMSR Exemplars
Content Area: Personal and Social Development - 1.0 Emotional Self-Regulation
WSS Indicator: I B1 Follows simple classroom rules and routines Fall Spring
MMSR: 1 A4 Follows simple classroom rules and routines with guidance
Objective: Proficient In Process Needs Development
Generates and follows Suggests appropriate rules for Identifies simple rules and Identifies simple rules with
classroom or playground and responds to teacher directions reminders and occasionally
classroom rules consistently responds to or signals. For example, hears responds to teacher directions
teacher directions or signals. the cleanup bell ringing (or or signals. For example, when
sees the cleanup light blinking) provided with a visual cue or
and either begins to clean up asked “What do you need to
or says, “We have to put our remember about the sand?”
trucks on the shelf.” May rely says, “Keep it in the sand
on visual cues. table,” points to the sand table,
or begins to keep sand in the
table.
Plans routine activities Independently identifies a Identifies and engages in a Occasionally identifies and
choice activity and creates a choice activity, such as engages in a choice activity,
in the classroom with plan for that activity. selecting an audiotape to listen such as selecting an audiotape
guidance to a story, on a regular basis to listen to a story with adult
when given the choice or guidance.
asked, “What will you do today
during centers?” (May rely on
visual cues.)
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Prekindergarten
✎ MMSR Exemplars
Content Area: Personal and Social Development 1.0 Emotional Self-Regulation
WSS Indicator: I B2 Uses classroom materials carefully Fall Spring
MMSR: 1 A5 Uses classroom materials appropriately
Objective: Proficient In Process Needs Development
Plays with and uses Uses learning materials Uses learning materials as Uses learning materials
independently and introduced or guided by an inconsistently as introduced or
materials with appropriately. adult, such as using pattern guided by an adult.
appropriate intention blocks to match geometric
and purpose outline, dressing doll in
dramatic play area.
Puts away classroom Places materials in designated Places materials in designated Places materials on any shelf
areas when finished with an areas when finished with an when finished with an activity,
materials after use activity. activity, with reminders from even with reminders from an
the an adult (or with visual adult.
cues).
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 3.0 Approaches Toward Learning
WSS Indicator: I B3 Manages transitions Fall Spring
MMSR/VSC: 3A 2 Students will attend to learning tasks with guidance
Objective: Proficient In Process Needs Development
Manages transitions When teacher gives the class a When teacher says, “One When teacher says, “One
verbal or nonverbal cue, minute to clean up!”, student minute to clean up!”, student
from one activity to the student moves smoothly from begins to clean up and put cleans up toys inconsistently,
next with guidance one routine to another away toys. (May benefit from or when verbally reminded or
throughout the day (Ex: from visual prompts such as a clean up is modeled for him by
story time to getting ready to picture schedule.) adult. (May benefit from visual
go home; from outdoor play to prompts such as a picture
coming inside). schedule.)
Listens to simple Student follows two-step verbal Student complies with simple Student complies with simple
or nonverbal directions given to two-step verbal or nonverbal two-step verbal or nonverbal
directions specific to the the whole group, such as, directions, such as, “Get a directions, only if the directions
tasks “Time to hang up coats and book from the Book Nook and are modeled by an adult.
come to circle.” read it to Buddy Bear.”
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 3.0 Approaches Toward Learning
WSS Indicator: I C1 Shows eagerness and curiosity as a learner Fall Spring
MMSR/VSC: 3A 1 Shows eagerness and curiosity as a learner
Objective: Proficient In Process Needs Development
Demonstrates interest Demonstrates eagerness about Shows curiosity about the new Acknowledges the new
the new butterfly garden by butterfly garden in the butterfly garden in the
and curiosity in learning getting a book about butterflies classroom, spending time classroom, but spends no time
new things with from the library area to find out observing the butterflies and observing or asking questions
guidance more about them; drawing, asking questions about them. about them.
dictating, and writing about
butterflies, etc.
Ask some questions Asks a variety of “Who, what, Begins to ask a variety of Asks only “why” questions.
when, where, why, how” “Who, what, when, where, why,
about new things and questions, and responds to how” questions.
experiences suggestions for finding
answers.
Speaks about new Independently Talks/communicates about the Will answer/respond to
tells/communicates the details details of getting a new puppy questions about new puppy
learning experiences of getting a new puppy to with peers or adults with when asked by adult, but does
adults and peers. minimal verbal prompting by an not volunteer the info on his
adult. own.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 3.0 Approaches Toward Learning
WSS Indicator: I C2 Attends to tasks and seeks help when encountering a Fall Spring
problem
MMSR/VSC: 3A 2 Student will attend to learning tasks with guidance
Objective: Proficient In Process Needs Development
Listens to simple Student attends to an adult and Student attends to an adult and Student inconsistently attends
follows a variety of one- or two- follows simple one- or two-step to an adult when giving simple
directions specific to the step directions, such as “Put directions, such as “Go to the one- or two-step directions,
tasks your coat on, then find a table and sit down for small such as “Go to the table and sit
partner,” “Stir the batter with group time.” down for small group time.”.
the spoon and hold the bowl Needs occasional verbal or
with your other hand,” etc. nonverbal reminders from an
adult.
Complete short-term Student stays engaged in a Student stays engaged in a Student stays engaged in a
self-chosen activity at the block self-chosen activity at the block self-chosen activity at the block
tasks center for 7-10 minutes and center for 7-10 minutes and center for 5-7 minutes. May
completes task independently. may complete task with adult only partially complete task,
guidance. even with adult guidance.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 3.0 Approaches Toward Learning
WSS Indicator: I C3 Approaches tasks with flexibility and inventiveness Fall Spring
MMSR/VSC: 3A 3 Student will use some learning strategies when approaching new tasks
Objective: Proficient In Process Needs Development
Plans and carries out Student with “table setter” job Student hands a paper napkin Student hands a paper napkin
places a napkin and cup in to each student during snack to each student during snack
familiar tasks with front of each chair before time. Adult asks, “Does time, as adult gives verbal
guidance snack time after being asked to everyone have a napkin?” and direction and may occasionally
make sure everyone gets a student checks to make sure. have to redirect attention to the
napkin and a cup. task.
Asks questions to seek When making a road with When making a road with When making a road with
blocks, student asks the other blocks, student asks another blocks, student takes blocks
ideas for new tasks children, “Where can we put child, “Where can we put the from the road and says, “I‟m
the houses?” and responds to houses?” making a house.”
suggestions and new ideas
that they offer.
Relates relevant Having seen the teacher make After watching adult use tape After watching adult use tape
play doh green with green to mend a book page, student to mend a book page, student
previous experiences to paint, student asks the teacher attempts to do the same when brings another book with a
new task for red paint to color the play he notices a ripped page in the ripped page to adult to mend
doh. book he is reading. with tape.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate understanding.
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Prekindergarten
✎ MMSR Exemplars
Content Area: Personal and Social Development - 2.0 Social Self Regulation
WSS Indicator: I D1 Interacts with one or more children Fall Spring
MMSR: 2 A1 Initiates and maintains relationship with peers and adults
Objective: Proficient In Process Needs Development
Able to take turns when Takes turns consistently during Takes turns during classroom Takes turns during classroom
classroom activities. activities with occasional activities with consistent verbal
working in groups with reminders from an adult. reminders and occasional
guidance modeling by an adult.
Shares materials and Consistently shares materials Able to share the pattern Occasionally shares materials
and equipment with other blocks with another child when and equipment with other
equipment with children. prompted to do so by an adult. children when modeled by
guidance adult.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 2.0 Social Self-Regulation
WSS Indicator: I D2 Interacts easily with familiar adults Fall Spring
MMSR/VSC: 2A 1 Student initiates and maintains relationship with peers and adults
Objective: Proficient In Process Needs Development
Initiates conversations Independently When prompted, Occasionally shares an event
tells/communicates with adult tells/communicates with adult of personal interest to himself,
with adults about event of personal about event of personal but shows inconsistent interest
interest to himself and is able interest to himself and is able in answering questions about
to consistently respond to to consistently respond to the event when asked to do so
questions asked by an adult questions asked by an adult by an adult.
about the event. about the event.
Seeks adult help when After asking another child to Brings adult to the art center Grabs marker from the hands
give the marker back that she when he needs help getting of another child and yells to
solving interaction took from him, student brings back a marker that another adult, “He took my marker!”
conflicts adult to art center to help him child took from him.
get the marker back.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 2.0 Social Self-Regulation
WSS Indicator: I D3 Participates in the group life of the class Fall Spring
MMSR/VSC: 2A 2 Participates cooperatively in group activities
Objective: Proficient In Process Needs Development
Listens to directions When playing “Simon Says,” When playing “Simon Says,” When playing “Simon Says,”
during Group Time, student during Group Time, student during Group Time, student
from peers and focuses on his classmate who focuses on his classmate who occasionally focuses on the
responds to simple is giving the verbal direction is giving the verbal direction speaker, imitating the
tasks and demonstrates the and imitates the movement movement after watching the
movement being described. being demonstrated. rest of the group do the action.
Understands rules of When playing Duck, Duck, When playing Duck, Duck, When playing Duck, Duck,
Goose, student gets up and Goose, student is able to get Goose, student is able to get
group activities with chase when it is his turn, with up and chase when it is his up and chase when verbally
guidance physical assistance if mobility turn, with adult reminder, and reminded by adult and adult
is limited. physical assistance if mobility runs along with him.
is limited.
Speaks of individual Student is able to communicate Student is able to communicate Student communicates, “I
about what he did during about what he did during played in blocks.”
contributions and group center time, adding a few center time and elaborates with inconsistently provides more
accomplishments details. details when adult asks information when asked by
questions. adult to elaborate..
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 2.0 Social Self-Regulation
WSS Indicator: I D4 Shows empathy and caring for others Fall Spring
MMSR/VSC: 2A 2 Shows empathy and concern for peers and adults
Objective: Proficient In Process Needs Development
Understand basic Pats a child‟s back and Communicates to teacher When working at table, looks at
communicates to teacher that something is wrong with student sitting next to him with
feelings, such as happy, the child is „sad‟ when he another child when he notices his head down and crying.
sad, as expressed by notices the other child with his the other child with his head When teacher asks what is
others verbally or non- head down on the table, and down on the table and hears wrong with peer, student
verbally hears him crying and saying crying. communicates, “I don‟t know.
that he is „sad.‟ Why is he crying?”
Cares with guidance for Take initiative to put arm Puts arm around crying child Requires explanation and
around crying child hurt on the hurt on the playground when modeling by an adult on to how
peers who are in playground. asked by adult to comfort the to comfort a hurt child on the
distress injured child. playground.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Personal and Social Development – 2.0 Social Self-Regulation
WSS Indicator: I E1 Seeks adult help when needed to resolve conflicts Fall Spring
MMSR/VSC: 2A 1 Student initiates and maintains relationship with peers and adults
Objective: Proficient In Process Needs Development
Seeks adult help when After asking another child for a Student (verbally or Student calls
truck that he wants, student nonverbally) calls out for adult out/communicates, “Tony took
solving interaction brings adult to block area to to come and resolve a conflict my truck!” and grabs it from the
conflicts help him get a turn with the over the sharing of a toy with other child.
truck. another child (Ex: “Ms. B, Tony
won‟t let me have that truck.”).
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
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Prekindergarten
Language &
Literacy
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✎ MMSR Exemplars
Prekindergarten
Content Area: Language and Literacy - 6.0 Listening
WSS Indicator: II A1 Gains meaning by listening Fall Spring
MMSR/VSC Indicator: 6 A2 Comprehend and analyze what is heard
Objective: Proficient In Process Needs Development
Determine a speaker‟s Follows the teacher‟s direction to Removes and hangs up coat Removes coat and leaves it on the
hang up coat and hat, then selects when directed by the teacher to floor when directed by teacher
general purpose a book or puzzle. take off and hang up coat/jacket. and/or provided with visual cues to
(May rely on visual cues.) take off and hang up coat/jacket.
Remove line above Demonstrates understanding of a Asks a question to clarify Communicates one key idea
book read by re-enacting it in the understanding of a book read or about a book read or class
dramatic play area. class discussion. discussion.
Demonstrate an Engages in a conversation with Listens to a visitor communicate Listens to a visitor communicate
another child that extends a about what she does in the about what s/he does in the
understanding of what is thought or idea expressed to the community (e.g., police officer), community (i.e., police officer) and
heard by retelling and group earlier by the community then finds a book about later uses some words( or signs or
visitor such as “policemen help community helpers and makes a pictures) and content in dramatic
relating prior knowledge keep us safe.” personal connection by play.
communicating that her dad is a
police officer.
Listen carefully to Listens to the audio-taped version Listens attentively to a story such Listens attentively to a story such
of the story, Chicka Chicka Boom as Chicka Chicka Boom Boom as Chicka Chicka Boom Boom
expand and enrich Boom, then appropriately uses the and repeats the phrase “Chicka read aloud and chants with the
vocabulary vocabulary from the story in their Chicka Boom Boom” throughout group when the phrase is
dramatic play. the day. repeated in story.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 6.0 Listening
WSS Indicator: II A2 Follows two- or three-step directions Fall Spring
MMSR/VSC: 6A 2 Comprehend & analyze what is heard
Objective: Proficient In Process Needs Development
Follow a set of two- or Student is able to consistently Student is able to consistently Student occasionally follows
follow two- and three-step follow two-step verbal two-step verbal directions that
three-step directions verbal directions that have directions that have been have been modeled by an
been modeled by an adult. modeled by an adult. (May rely adult. . (May rely on signs,
(May rely on signs, symbols, or on signs, symbols, or visual symbols, or visual cues.)
visual cues.) cues.)
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✎ MMSR Exemplars
Prekindergarten
Content Area: Language and Literacy - 1.0 General Reading Processes: Phonemic Awareness
WSS Indicator: II A3 Demonstrates phonological awareness Fall Spring
MMSR/VSC Indicator: 6 A2 Comprehend and analyze what is heard
1 A1 Discriminate sounds and words
1 A2 Discriminate and produce rhyming words and alliteration
Objective: Proficient In Process Needs Development
Identify rhythms and After being introduced to a song After listening many times to a After listening many times to a
(or fingerplay, poem, or chant) song (or fingerplay, poem, or song (or fingerplay, poem, or
patterns of language, sung with repeating language, chant) sung with repeating chant) sung with repeating
including rhyme and such as “Willaby, Wallaby, Wo,” language, such as “Willaby, language, such as “Willaby,
student is able to sing, repeat, and Wallaby, Wo,” student is able to Wallaby, Wo,” student
repetition add nonsense phrases sing and/or repeat correctly the inconsistently repeats correctly the
appropriately. nonsense phrases. nonsense phrases.
Tell whether sounds are When two words are spoken, When two words are spoken, When two words are spoken,
student can tell whether the words student can tell whether the words student can inconsistently tell
same or different and the individual sounds and the individual sounds whether the words and the
(phonemes) in each of them are (phonemes) in each of them are individual sounds (phonemes) in
the same or different . the same or different with adult each of them are the same or
prompting. different.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
✎ MMSR Exemplars
Content Area: Language and Literacy - 1.0 General Reading Processes: Phonemic Awareness
WSS Indicator: II A3 Demonstrates phonological awareness Fall Spring
MMSR/VSC Indicator: 6 A2 Comprehend and analyze what is heard
1 A1 Discriminate sounds and words
1 A2 Discriminate and produce rhyming words and alliteration
Tell whether sounds are Student notices whether similar When two similar pictures, When two similar pictures,
pictures, symbols and signs symbols, or signs are symbols, or signs are
the same or different are the same or different, and presented, student can tell presented student can
(cont). what the differences are, if any. whether they are the same or inconsistently tell whether they
different. are the same or different.
*(This becomes a visual
discrimination skill rather than
an auditory discrimination skill
for students who are deaf/hard
of hearing.)
Repeat rhyming words Invents string of rhyming Chants familiar rhymes with Chants familiar rhymes with
words, including nonsense classmates and begins to classmates during circle time.
words. produce a word, nonsense Rarely or never produces a
word, or sign that rhymes with word or nonsense word or sign
a word said by an adult. that rhymes with a word said
by an adult.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
✎ MMSR Exemplars
Content Area: Language and Literacy - 7.0 Speaking
WSS Indicator: II B1 Speaks clearly enough to be understood without Fall Spring
contextual clues
MMSR/VSC Indicator: 7 A1 Use organization and delivery strategies
Objective: Proficient In Process Needs Development
Speak clearly enough to Uses appropriate articulation Uses appropriate articulation Occasionally uses appropriate
and volume (or augmentative and volume (or augmentative articulation and volume (or
heard and understood in communication), without communication), with teacher augmentative communication)
a variety of settings teacher prompting, to describe prompting, to describe a recent with teacher prompting, to
a recent event, such as a field event, such as riding the describe a recent event, such
trip. school bus. as riding the school bus.
Participates in conversation Participates in conversation Participates in conversation
during center time or on the during center time or on the during center time or on the
playground, speaking, signing, playground, speaking, signing, playground, speaking, signing,
or communicating clearly or communicating clearly or communicating clearly
enough to be understood by a enough to be understood by enough to be partially
classroom visitor. the group. understood by the group.
IF NONVERBAL, uses sign IF NONVERBAL, uses sign Uses signs with one or two
language in the classroom language in the classroom production errors, but is easily
without any production errors without any production errors understood.
and can be easily understood and can be easily understood
by a classroom visitor. by the group.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 28
Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 1.0 General Reading Processes: Vocabulary
WSS Indicator: II B2 Uses expanded vocabulary and language for a variety of purposes Fall Spring
MMSR/VSC: 1D 1 Develop and apply new vocabulary through exposure to a variety of texts
Objective: Proficient In Process Needs Development
Discuss words and word When adult is reading aloud a big When adult is reading aloud a big
meanings daily as they are book, student consistently asks book, student occasionally asks
adult to define meaning of specific adult to define meaning of specific
encountered in texts, words (or signs or symbols) he words (or signs or symbols) he
instruction and conversation hears (or sees) in the text that are hears (or sees) in the text that are
unfamiliar to him. unfamiliar to him.
Student uses “new” or “target” Student sometimes uses “new” or
vocabulary words to respond to “target” vocabulary words to
questions or tell about an event respond to questions or tell about
from a story. an event from a story.
Asks questions about Student asks questions about new Student occasionally asks
unknown objects and words and unfamiliar concepts or words questions about new and
heard in books read aloud (Ex: unfamiliar concepts or words
related to topics discussed “What is a persimmon?”). (May heard in books read aloud (Ex:
use augmentative communication “What is a persimmon?”). (May
to ask questions.) use augmentative communication
to ask questions.)
Collect and play with favorite When playing in centers, student When playing in centers, student
words repeats one or two favorite occasionally repeats a phrase
phrases remembered from familiar remembered from familiar songs,
songs, such as “Chicka-chicka- such as “Chicka-chicka-boom-
boom-boom” or “Willaby-wallaby- boom” or “Willaby-wallaby-wo”.
wo”.
11/28/2011 29
Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 7.0 General Reading Processes: Comprehension
WSS Indicator: II C1 Shows appreciation for books and reading Fall Spring
MMSR/VSC: 1E 1 Demonstrate an understanding of concepts of print to determine how print is
organized and read
Objective: Proficient In Process Needs Development
Demonstrate the proper Chooses a familiar storybook Chooses a familiar storybook Re-tells a complete story while
and pretends to read by and pretends to read while looking at only one page of the
use of a book pointing to words with one turning the pages and holding book.
finger has he the book correctly.
recites/communicates the text.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 30
Prekindergarten
✎ MMSR Exemplars
Content Area: Language and Literacy - 1.0 General Reading Processes: Comprehension
WSS Indicator: II C2 Shows beginning understanding of concepts about print Fall Spring
MMSR/VSC: 1 E1 Demonstrate an understanding of concepts of print to determine how print is
organized and read
1 D1 Develop and apply vocabulary through exposure to a variety of texts
Objective: Proficient In Process Needs Development
Understand that speech Draws a picture, labels the Draws a picture and asks the Draws a picture and provides
picture and “reads” the labels. teacher to label the pictures as some verbal (or nonverbal –
can be written and read he/she tells about it. using sign language or
augmentative communication)
labels when prompted by the
teacher.
Understand that print Identifies a letter, numeral, or Asks a question such as, Sees a stop sign and makes a
word in the daily message or “What does that say?” when comment such as, “There is
conveys meaning story as directed by the they see a sign, label, or other my name.”
teacher. print.
Identify some signs, Student notices the Food Lion Student notices the yellow Student notices the yellow
TM insignia and label on an packaging of the cereal box packaging of the cereal box
labels, environmental empty cracker box in the and says, “We‟re having and says, “We‟re having cereal
print housekeeping area and says, “I Cheerios TM for breakfast for breakfast today.”
like Food Lion too!” today.”
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 31
Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 1.0 General Reading Processes: Phonics
WSS Indicator: II C3 Begins to develop knowledge about letters Fall Spring
MMSR/VSC: 1B 1 Recognize that letters have corresponding sounds
Objective: Proficient In Process Needs Development
Recognize similarities When looking at student name When looking at student name When looking at student name
tags, student notices letters on tags, student notices letters on tags with adult guidance,
and differences in letter other‟s tags that are in his other‟s tags that are in his student occasionally notices
shapes name and names some of the name but does not name the letters on other‟s tags that are
letters (Ex:” Look! That “R” is letters (Ex:” Look! That is in in his name but does not name
in my name, too!”). my name, too!”). the letters (Ex:” Look! That is in
my name, too!”).
Match familiar Student is able to make the Student is able to repeat the Student inconsistently repeats
sound made by the first letter in sound made by the first letter in the sound made by the first
consonant sounds to his name, and knows that other his name, after hearing an letter in his name, after hearing
appropriate letters. Such words that begin with that letter adult model it (Ex: “Your name an adult model it (Ex: “Your
as, m, b, f, t, p have the same sound (Ex: is Savion. That letter says, name is Savion. That letter
“That word goes, /sss/ like /sss/”). says, /sss/”).
Savion.”)
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate understanding.
11/28/2011 32
Prekindergarten
✎ MMSR Exemplars
Content Area: Language and Literacy - 1.0 General Reading Processes: Comprehension
WSS Indicator: II C4 Comprehends and responds to stories read aloud Fall Spring
MMSR/VSC: 1 E3 Use strategies to make meaning from text (during reading)
1 E4 Demonstrates understanding of text (after reading)
Objective: Proficient In Process Needs Development
Use illustrations to Looks at a picture book and Looks at a picture book and Looks at a picture book and
communicates (by telling, writing, communicates (by telling, writing, communicates (by telling, writing,
construct meaning drawing, signing, or dramatizing) a drawing, signing, or dramatizing) a drawing, signing, or dramatizing) a
story that is based on the story that may or may not connect story that is not connected to the
illustrations. to the illustrations. illustrations.
Connect events, Listens to a story being read Listens to a story such as Listens to a story such as
aloud, such as Corduroy, and Corduroy, and makes make a Corduroy, and makes comments
characters, and actions relates personal experiences to personal connection such as, “I related to the story, but does not
in stories to specific life specific story events such as, have a bear at home just like necessarily make a personal
shopping trips, losing a toy. Corduroy.” connection (ex., “His button is
experiences missing.”)
Recall information from Identifies in detail, characters or Identifies characters or events in a Identifies characters or events in a
events of a story read by the story read by the teacher story read by the teacher with
the text teacher. prompting.
Respond orally to Provides important details, ideas, Makes relevant responses to Make irrelevant responses to
and connections when responding questions asked about a story. questions asked about a story.
questions to questions about a story.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate understanding.
11/28/2011 33
Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 4.0 Writing
WSS Indicator: II D1 Represents ideas and stories through pictures, dictation, and play Fall Spring
MMSR/VSC: 4A 2 Compose oral and visual presentations that express personal ideas
Objective: Proficient In Process Needs Development
Write to express Consistently represents Attempts to represent personal Shows little attempts to “write”
personal story ideas by using story ideas by using scribbling, to represent ideas.
personal ideas using scribbling, some letter-like some letter-like shapes on a
letter-like shapes, shapes on a notepad and/or notepad and/or attempting to
symbols, and letters attempting to copy own name copy own name to picture.
to picture.
Use drawings, letters or Student draws about a Student draws about a Student draws but is unable to
personal experience and labels personal experience and tell adult what it is a picture of
symbols to express drawing with several randomly communicates to an adult when prompted by an adult.
personal ideas placed letter-like shapes. about his picture.
Student consistently types Student attempts to type letters Student types letters or uses a
letters or uses a drawing or use a drawing program to drawing program with adult
program to describe a thought describe a thought or story. assistance to describe a
or story. thought or story.
*Student may use adaptive equipment, computer, and/or augmentative device.
11/28/2011 34
✎ MMSR Exemplars
Prekindergarten
Content Area: Language and Literacy - 4.0 Writing
WSS Indicator:II D2 Uses letter-like shapes, symbols, and letters to Fall Spring
convey meaning
MMSR/VSC Indicator: 4 A1 Compose texts using the pre-writing and drafting strategies of effective
writers and speakers
4 A2 Compose oral and visual presentations that express personal ideas
Objective: Proficient In Process Needs Development
Generate ideas by using Writes consistently to represent Attempts to represent ideas Shows inconsistent attempts to
ideas such as making a through “writing” such as, “write” or to represent ideas
letter-like shapes, shopping list or writing friend‟s letter-like shapes to label when prompted by teacher.
symbols, and letters, names by using scribbling and pictures or copying a friend‟s
dictating words and some letter-like shapes. name from a name tag.
phrases, and using
drawings to represent
ideas
Use drawings, letters or Attempts to represent ideas Attempts to represent ideas Occasionally makes attempts
through “writing” such as through “writing” such as to represent ideas making
symbols to express creating signs or lists. (Ex., making scribbles or letter-like scribbles on a notepad.
personal ideas makes a sign using letters shapes on a notepad and
and/or draws a picture to label asking adult to “read” it.
his block construction of a fire
house “MElvINs FR HS”.).
*Student may use adaptive equipment, computer, and/or augmentative device.
11/28/2011 35
Prekindergarten
MMSR Exemplars
Content Area: Language and Literacy - 4.0 Writing
WSS Indicator: II D3 Understands purposes for writing Fall Spring
MMSR/VSC: 4A 1 Compose texts using the pre-writing and drafting strategies of effective writers and
speakers
4A 2 Compose oral and visual presentations that express personal ideas
Objective: Proficient In Process Needs Development
Recognize that writing Student forms (or types on Student asks teacher to write Student can describe a picture he
assistive tech device) letters and down exactly what he says or has drawn but does not want the
conveys meaning words on his or her own about a attempts to form (or type on teacher to write anything on his
about a picture he has drawn, assistive tech device) letters and drawing.
using letter-like shapes and words on his or her own about a
forming some letters correctly. about a picture he has drawn and
to write the words he says at the
bottom of the picture.
Contribute to a shared Student offers an appropriate Student offers an appropriate Student offers an appropriate
thought or sentence with some thought or sentence, verbally or thought or sentence to add to the
writing experience or detail, verbally or adaptively, to adaptively, to add to the daily daily news, when first modeled by
topic of interest add to the daily news, when asked news, when asked (Ex: “I‟m going an adult (Ex: “I‟m going to
(Ex: “I‟m going to Monica‟s house to Monica‟s house today.”). Monica‟s house today.”).
today. We‟re going to make
cookies.”).
Use drawings, letters or Student draws picture with writing Student draws picture with writing Student draws picture with writing
utensil forming letter-like shapes utensil or using assistive utensil or using assistive
symbols to express and letters, or using assistive technology, and communicates technology, and sometimes
personal ideas technology, and “reads” the about it, when prompted to do so communicates about the picture
caption to another person. by adult. May attempt to copy when prompted by an adult.
name onto picture.
11/28/2011 36
Prekindergarten
Mathematical
Thinking
11/28/2011 37
Prekindergarten
11/28/2011 38
Prekindergarten
✎
MMSR Exemplars
Content Area: Mathematics – 7.0 Processes of Math
WSS Indicator:III A1 Begins to use simple strategies to solve mathematical Fall Spring
problems
MMSR/VSC Indicator: 7 A1 Apply a variety of concepts, processes, and skills to solve problems
Objective: Proficient In Process Needs Development
Identify the question in While making play dough balls While watching another child While watching another child
with another child, student make play dough balls, student make play dough balls, student
the problem asks, “Do we have enough play asks, “How can I make my play attempts to copy after adult
dough to make more balls?” dough into a ball?” models asking the question,
“How can you make your play
dough into a ball?”
Make a plan to solve a Determines the number of cups Determines the number of cups Unable to determine the
needed for snack by counting needed for snack with teacher number of cups needed for
problem the number of children. assistance. snack, even with teacher
assistance.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 39
Prekindergarten
✎
MMSR Exemplars
Content Area: Mathematics– 6.0 Knowledge of Number Relationships and Computation/Arithmetic
WSS Indicator: III B1 Shows beginning understanding of number and Fall Spring
quantity
MMSR/VSC Indicator: 6A 1 Apply knowledge of whole numbers
Objective: Proficient In Process Needs Development
Construct relationships Counts and determines that Counts 3 cars and recognizes Inconsistently counts small
there are more cars than tow that he/she has the same sets of objects but does not
based quantity trucks in the block area. number of cars as a friend has. make comparisons.
Use concrete materials Builds sets for 0-5 and Consistently able to count and Inconsistently able to count
matches the set to the correct build a set for a given number and build a set for a given
to build sets 0 to 5 numeral. 0-5. number 0-5.
11/28/2011 40
Prekindergarten
MMSR Exemplars
Content Area: Mathematics – 2.0 Knowledge of Geometry
WSS Indicator: III C1 Sort objects into subgroups that vary by one or two attributes Fall Spring
MMSR/VSC: 2A 1 Recognize and use the attributes of plane geometry figures
Objective: Proficient In Process Needs Development
Sort objects by one In the table toys area, student During clean-up, student lines During clean-up, student lines
sorts all of the Lotto cards into up all the red cars together on up all the red cars together on
attribute such as: shape, piles of people and piles of the shelf and all the blue cars the shelf with adult verbal
color, size animals. on a different shelf. assistance and modeling.
Match triangles, circles In the table toys area, student When shown a circle shape, When shown a circle shape,
sorts pattern blocks according student is consistently able to student inconsistently finds an
and squares to shape. find another object in the room object in the room that is a
that is a circle shape and circle shape and brings
brings it/points it out to an it/points it out to an adult.
adult.
11/28/2011 41
Prekindergarten
✎ MMSR Exemplars
Content Area: Mathematics– 1.0 Knowledge of Algebra, Patterns, and Functions
WSS Indicator: III C2 Recognizes simple patterns and duplicates them Fall Spring
MMSR/VSC Indicator: 1 A2 Identify, copy, and extend non-numeric patterns
Objective: Proficient In Process Needs Development
Match patterns Student makes up two-part Student copies a two-part Student attempts to copy a
patterns such as pat back, pattern (Ex: tap knees, tap two-part pattern (Ex: tap knees,
kinesthetically such as: stomp feet, pat back, stomp head) as modeled by an adult. tap head) as modeled by an
clap/snap/clap/snap/… feet. adult, with inconsistency.
Recognize simple Identifies simples patterns on Recognizes simple patterns Inconsistently recognizes a
clothing or borders. such as, the stripes on a flag or simple pattern, such as stripes
patterns a zebra with teacher support. on a flag or zebra with teacher
support.
Continue a simple Strings beads in a simple Using a model, strings beads in Using a model, strings beads
repeating pattern according to a repeating AB pattern but does not consistently
pattern color, shape, or size. according to color, shape, or repeat the AB pattern.
size.
11/28/2011 42
Prekindergarten
✎
MMSR Exemplars
Content Area: Mathematics – 2.0 Knowledge of Geometry
WSS Indicator: III D1 Begins to recognize and describes some attributes of Fall Spring
shapes
MMSR/VSC Indicator: 2 A1 Recognize and describe the attributes of plane and solid geometric figures
Objective: Proficient In Process Needs Development
Sort objects by one Sorts a variety of shapes by at Sorts a variety of shapes by Attempts to sort a variety of
least one attribute and explains one attribute but is unable to shapes using one attribute with
attribute such as: shape, the sort. explain sort. some success.
color, size, weight, and
length.
Name the attribute of During snack time, student During snack time, student During snack time, student
notices and says, “I have big notices and says, “I have all looks at snack and says, “Yes,
plane figures such as: and small goldfish on my chocolate Teddy Grahams TM I do,” when teacher says, “You
shape, color, size napkin.” on my napkin!” have all chocolate Teddy
Grahams TM on your napkin!”
Identify triangles, circles, Student announces that a Student notices and points to Student looks at and points to
shape on a poster looks like “a shapes in the room that are the shapes in the room that are the
and squares in the triangle with its head cut off.” same as the ones in a book he same as the ones in a book he
environment is reading. is reading, when prompted by
an adult.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 43
Prekindergarten
MMSR Exemplars
Content Area: 2.0 Mathematics – Knowledge of Geometry
WSS Indicator: III D2 Shows understanding of and uses several positional words Fall Spring
MMSR/VSC: 2E 1 Begin to recognize a transformation
Objective: Proficient In Process Needs Development
Tell position by using Student follows simple verbal Student can inconsistently Student can follow simple
or nonverbal directions that follow simple verbal directions verbal directions that include
words such as: over, include directional words, such that include directional words, directional words when the
under, above, on, next as “stand behind Nicole in the such as, “Sit next to..., stand action is also modeled by an
to, below, beside, etc. line,” “Put the ball under the beside..., put the block on...etc. adult.
chair,” “Sit beside Jair.”
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 44
Prekindergarten
MMSR Exemplars
Content Area: Mathematics – 3.0 Knowledge of Measurement
WSS Indicator: III E1 Orders, compares and describes objects according to a Fall Spring
single attribute
MMSR/VSC: 3A 1 Recognize and use measurement attributes
Objective: Proficient In Process Needs Development
Demonstrate an Notices which children in the Student notices his play dough Student notices his play dough
class are taller and which are snake is longer than another snake is different from a
understanding of shorter. child‟s snake and classmates and indicates,
comparative attributes communicates, “My snake is “They‟re not the same.”
such as: bigger, smaller, bigger than yours.”
longer, shorter, taller,
hotter, colder, etc.
Compare and describe “Measure” with a friend to find When two objects are laid next When two objects are laid next
out who has the longer stringer to each other, student is able to to each other, student
objects according to a of beads. Uses a variety of consistently point correctly to inconsistently points correctly
single attribute measurement words the object that is bigger, to the object that is bigger,
throughout the school day (Ex: smaller, longer, when asked to smaller, longer, when asked to
bigger, smaller, longer, shorter, do so by an adult. do so by an adult.
taller, hotter, colder, etc.)
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 45
Prekindergarten
MMSR Exemplars
Content Area: Mathematics – 3.0 Knowledge of Measurement
WSS Indicator: III E2 Participates in measuring activities Fall Spring
MMSR/VSC: 3B 1 Measure in non-standard units
Objective: Proficient In Process Needs Development
Measure length of Student independently makes With teacher prompting, Student makes a line of
a line of Unifix™ cubes, lays it student makes a line of Unifix™ cubes, lays it next to a
objects next to a toy car and says, Unifix™ cubes, lays it next to a toy car and says, “Look! They
“Look! My car is four blocks toy car and says, “Look! My are the same.”
long.” car is four blocks long.”
Explore the weight of Tries to balance a scale by Comments that the full juice Comments that the full juice
putting various objects on each pitcher requires two hands to pitcher requires two hands to
objects side of it. pick up and carry when it‟s full, pick it up when it‟s full of juice.
but that it gets easier to carry Does not notice what happens
as juice is poured out of it. as it gets emptier.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 46
Prekindergarten
Science
11/28/2011 47
Prekindergarten
11/28/2011 48
Prekindergarten
✎
MMSR Exemplars
Content Area: Science – 1.0 Skills and Processes
WSS Indicator: IV A1 Asks questions and uses senses to observe and explore Fall Spring
materials and natural phenomena.
MMSR/VSC Indicator: 1 A1 Raise questions about the world around them and be willing to seek
answers to some of them by making careful observation and trying things out.
1 C1 Ask[s], “How do you know?” in appropriate situations and attempt
reasonable answers when others ask them the same question
Objective: Proficient In Process Needs Development
Seek information Student will ask questions when Student will ask questions when Teacher models asking reflective
through reading, engaged in investigation and engaged in an activity (Ex: “What questions when student is
observation, exploration, report observations with attempts color play dough will I get if I mix engaged in an activity (Ex: “What
at accuracy (Ex: Asking, “ How these colors together?”), color play dough will you get if you
and investigations many bumps [ridges] are on this answering his own questions mix red and blue together?”).
seashell?” and counting the through further exploration with Student occasionally explores
ridges.). teacher guidance. further with teacher guidance.
Describe and compare Independently and accurately Matches same textures, such as Matches same textures, such as
things in terms of matches same textures or natural rough or smooth or natural rough or smooth or natural
number, shape, texture, resources, such as stone or wood. resources, such as stone or wood resources, such as stone or wood
accurately with teacher guidance. inconsistently with teacher
size, weight, color and guidance.
motion
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 49
Prekindergarten
✎ MMSR Exemplars
Content Area: Science – 1.0 Skills and Processes
WSS Indicator: IV A2 Use simple tools and equipment for investigation. Fall Spring
MMSR/VSC Indicator: 1 A1 Raise questions about the world around them and be willing to seek
answers to some of them by making careful observation and trying things
out.
1 D1 Design and make things with simple tools and a variety of materials
Objective: Proficient In Process Needs Development
Use tools such as Independently uses simple Uses a variety of simple tools When given direction on
thermometers, magnifiers, tools appropriately for active appropriately when given appropriate use of simple tools,
rulers, or balances to extend investigation, such as using a direction on their use, such as displays appropriate use, such
their senses and gather data hand lens to aide in seeing using a hand lens to aide in as using a funnel to pour water
small objects or using a sieve seeing small objects or using a into a small-mouthed jar.
to sift through sand to discover sieve to sift through sand to Inconsistently uses other tools
small hidden objects. discover small hidden objects. appropriately.
Make something out of Student builds a “house” or a Student uses paper towel tube Student uses paper towel tube
paper, cardboard, wood, “fence” out of Duplos for the to look through when looking to look through when looking
plastic, metal, or existing class hermit crab to play in. for bugs on the playground for bugs on the playground
objects that can actually be during recess. during recess when modeled
used to perform a task by an adult.
*Students with physical limitations may need physical assistance to use or create tools to be used.
11/28/2011 50
✎ MMSR Exemplars
Prekindergarten
Content Area: Science - 4.0 Chemistry
WSS Indicator: IV A3 Makes comparisons among objects. Fall Spring
MMSR/VSC Indicator: 4 A1 Use evidence from investigations to describe the observable properties of a
variety of objects.
Objective: Proficient In Process Needs Development
Describe things as When playing at the water When playing at the water When playing at the water
table, the student predicts that table, the student notices that table, the student only notices
accurately as possible big objects will sink and small some of his objects float and that some of his objects float
and compare objects will float. some sink and runs off to find and some sink when pointed
observations with those more objects to try, when out by an adult.
of others guided by an adult.
Examine and describe a When making a fabric collage, When making a fabric collage, When making a fabric collage,
the student feels the different the student notices that some the student puts all the silk
variety of familiar fabric scraps and describes of the fabric scraps feel like pieces into a pile, but cannot
objects in terms of the them (Ex: “slippery” [satin], dress up clothes fabrics or their tell why when asked by an
materials from which “bumpy” [corduroy], or “crinkly” own clothes (Ex: the satin adult.
they are made [taffeta]). fabric scraps feel like the
kimono in the dress up center).
*Students with physical limitations may need physical assistance to use or create products.
11/28/2011 51
Prekindergarten
11/28/2011 52
Prekindergarten
Social Studies
11/28/2011 53
Prekindergarten
11/28/2011 54
✎ MMSR Exemplars
Prekindergarten
Content Area: Social Studies – 2.0 Peoples of the Nations and World
WSS Indicator: V A1 Identifies similarities and differences in
personal and family characteristics Fall Spring
MMSR/VSC Indicator: A 1 Identify similarities and differences in people and families that have the same
human needs as others
Objective: Proficient In Process Needs Development
Identify themselves as Says, “Maria‟s family grows their Makes accurate and factual Follows the reading of a story
individuals and members of vegetables and my family buys comment related to a family‟s about a family‟s routine at home
vegetables at the store. routine following the reading of a and makes a personal comment,
their families and the ways story about a family‟s routine at such as “That‟s funny,” related to
that they meet their human home. the routine.
needs for food, clothing,
shelter
Notices that some classmates Accurately describes preferences Describes basic differences, such
dress differently than others, and and contrasts them with peers as, “That one‟s like mine,” but
says, “Kyona and her sisters like such as “I like playing in the block offers no elaboration when
to wear dresses, but I wear pants.” area, but Jim doesn‟t like it.” prompted by teacher after drawing
pictures of families.
Use personal experiences, After reading Pancakes for Describes differences in detail, Describes preferences, but does
stories to demonstrate Breakfast and talking about such as, “She has 4 people in her not draw contrast with others
different kinds of breakfast foods, family, but my family is different when prompted by teacher.
understanding that all student says, “My Daddy cooks because we have 5,” after drawing
people need food, clothing, bacon and eggs but not pancakes pictures of their families in class.
shelter for breakfast.”
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
11/28/2011 55
Prekindergarten
✎ MMSR Exemplars
Content Area: Social Studies - 4.0 Economics
WSS Indicator: V B2 Describes some people’s jobs and what is
required to perform them Fall Spring
MMSR/VSC Indicator: 1 C1 Identify the roles, rights, and responsibilities of being a member of the family
and school
4 A2 Identify that materials/resources are used to make products
Objective: Proficient In Process Needs Development
Identify roles of family Dramatizes family jobs in the Able to accurately talk about Inconsistent in ability to answer
members home (Ex: Pretends to be family jobs in the home (Ex: Mom correctly about family member‟s
Grandma folding the laundry or drives me to school.). jobs in the home.
talking on the phone; pretends to
be Dad talking with the mechanic
at the garage about getting the car
fixed).
Identify the roles of In the dramatic play area following Pretends to be the school nurse States that s/he‟s the school nurse
members the school, such a visit to the school nurse‟s office, and takes the temperature of but does not demonstrate any job-
pretends to be the school nurse classmates in the dramatic play related activities in the dramatic
as principal, teacher, nurse and demonstrates a variety of job- area following a visit to the school play area following a visit to the
related activities of a nurse‟s nurse‟s office. school nurse‟s office.
different roles and responsibilities
of the nurse.
Recognize that workers do Asks for props to role play how the Contributes some detail to a Contributes some details with
jobs in the home and school farmer pressed apples into juice discussion about how the farmer teacher prompting about how the
after a visit to an orchard; uses the pressed apples into juice after a farmer pressed apples into juice
flannel board to recall the process. visit to or discussion about an after a visit to or discussion about
orchard. an orchard.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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✎ Prekindergarten
MMSR Exemplars
Content Area: Social Studies - 4.0 Economics
WSS Indicator: V B3 Begins to be aware of technology and how it affects life Fall Spring
MMSR/VSC Indicator: 4 A3 Explain how technology affects the way people live, work, and play.
Objective: Proficient In Process Needs Development
Begin to be aware of Able to independently use Identifies equipment used Identifies some of the
classroom equipment when during regular classroom equipment used during regular
technology and how it directed by teacher. routines, such as, VCR, tape classroom routines when
affects daily life, such as recorder. prompted by teacher.
different ways to fasten
shoes and different
appliance to cook food
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
✎ MMSR Exemplars
Content Area: Social Studies – 1.0 Political Science 2.0 Peoples of the Nations and World
WSS Indicator: V C1 Demonstrates awareness of rules Fall Spring
MMSR/VSC Indicator: 1 A1 Identify the importance of rules
2 C1 Identify how groups of people interact
Objective: Proficient In Process Needs Development
Recognize why people Student is able to independently Student is able to name some of Student is able to name at least
state some classroom rules, and the classroom rules (Ex: take one of the classroom rules (Ex:
have rules at home and to explain why some rules are turns, listen to others, keep hands take turns, listen to others, keep
at school helpful. and feet to yourself, etc.) without hands and feet to yourself, etc.)
adult prompting. with adult prompting.
Generate and follow Suggests appropriate rules for Identifies simple rules and Identifies simple rules with
classroom or playground and responds to teacher directions or reminders and occasionally
classroom rules that consistently responds to teacher signals, such as responding to the responds to teacher directions or
promote order and directions or signals in class. signal to clean up and signals, such as responding to the
participating in class clean up signal to clean up but continues
safety in the classroom time. playing.
Identify/demonstrate Student accepts that sometimes Student shares toys with another Student will occasionally share
he/she has to wait to engage in child, with adult verbal guidance. toys with another student when
appropriate social skills some activities such as painting at adult intervenes.
that help people live, the easel if the easels are full; and
follows rules such as using a
work play together at name tag to save a place at an
home/school interest area.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Social Studies – 1.0 Political Science
WSS Indicator: V C2 Shows awareness of what it means to be a leader Fall Spring
MMSR/VSC: 1A 1 Identify the roles, rights and responsibilities of being a member of the family and
school
Objective: Proficient In Process Needs Development
Identify and discuss Student is able to Student is able to carry out Student needs verbal
independently identify his effectively his weekly job in the reminders throughout the
rights, responsibilities weekly classroom job and carry classroom (Ex: line leader, school day to complete his
and choices in the it out effectively (Ex: line messenger, calendar helper, weekly classroom job (Ex: line
classroom and family leader, messenger, calendar etc.) with occasional reminders leader, messenger, calendar
helper, etc.) with occasional from an adult. helper, etc.)
reminders from an adult, and
physical assistance if mobility
is limited.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Social Studies – 3.0 Geography
WSS Indicator: V D1 Describes the location of things in the environment Fall Spring
MMSR/VSC: 3A 1 Recognize that a globe and maps are used to help people locate places
Objective: Proficient In Process Needs Development
Recognize that maps Student follows a simple Student draws a picture of his Student draws a picture of his
treasure hunt map within the bedroom, points to places in bedroom and answers “Yes/no”
are models of places classroom. the picture and describes what questions asked by an adult
is located there in the picture. when adult points to places in
the picture and asks, “Is this
your___? (bed, chair, lamp,
etc.)”
Make maps by drawing, In block center, student builds In block center, student builds During centers, student builds
a road with blocks, uses block a road with blocks and a bridge a road and a bridge with adult
building with blocks, and props to represent stores along and talks about what he‟s built. assistance and direction.
playing with clay, his main street, and talks about When asked why he built the
puzzles, pictures and the order of the “stores.” bridge, says, “so cars won‟t
photographs crash into the river”.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
MMSR Exemplars
Content Area: Social Studies – 3.0 Geography
WSS Indicator: V D2 Shows awareness of the environment Fall Spring
MMSR/VSC: 3B 1 Recognize that places in the immediate environment have specific physical and
human-made features
3D 1 Describe how people adapt to their immediate environment
Objective: Proficient In Process Needs Development
Discuss that places Student contributes to a class Student builds a road with Student builds a road with
discussion about reasons for blocks and uses props, such as blocks and uses props, such as
have natural features not picking flowers on the walk plastic animals, buildings, plastic animals, buildings,
(lakes, ponds, hills) and through the park that they people, etc. appropriately (Ex: people, etc. inappropriately
human-made features recently took. builds a barn for the animals (Ex: puts tractor in pond,
(parks, streets, stores) next to the road, builds road animals on road, etc.)
around the pond, drives tractor
on the road, etc.).
Identify ways people Student contributes to a class Playing dress up in When prompted by teacher,
discussion about what would housekeeping and dressing the student will dress doll in warm
adapt to the happen if we go outside in the dolls in warm clothes to “go out clothes to go play in the snow.
environment, such as rain without a raincoat or to play in the snow.”
wearing clothing umbrella.
appropriate for the
weather
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
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Prekindergarten
The Arts
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Prekindergarten
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Prekindergarten
✎ MMSR Exemplars
Content Area: The Arts - 1.0 Music
WSS Indicator: VI A2 Participates in group music experiences Fall Spring
MMSR/VSC Indicator : 1 A2 Experience performance through singing and playing instruments
Objective: Proficient In Process Needs Development
Sing songs that use the Knows the words to oft- Joins in songs during circle Joins in songs during circle
repeated songs, humming or time engaging in songs, hand time but seldom engages in
voice in a variety of singing them during other parts motions, and remembering the song‟s hand motions or
ways of the day. words to an oft- repeated song. remembers words to an oft-
repeated song.
Practice “wait and listen” Varies two or three rhythm Imitates two or three beats with Imitates two or three beats with
beats in tempo after teacher‟s rhythm sticks repeatedly after rhythm sticks inconsistently.
before imitating rhythmic introduction. listening to teacher‟s
and melodic patterns introduction.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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✎ MMSR Exemplars
Prekindergarten
Content Area: The Arts - 1.0 Music; 1.0 Dance; 3.0 Theatre
WSS Indicator: VI A2 Participates in creative movement, dance, and drama Fall Spring
MMSR/VSC Indicator: 1 A2 - Dance - Demonstrate kinesthetic awareness and technical proficiency in
dance
1 A3 – Music - Respond to music through movement
3 C1 – Theatre - Use a variety of theatrical elements to communicate ideas and Feelings
Objective: Proficient In Process Needs Development
Dance - Reproduce Initiates creative movement using a Follows directed body Follows directed body
movement demonstrated by series of directed body movements. movements such as swings movements with teacher
arms, bends back, jumps in guidance.
the teacher place.
Music - Express music Uses movement with music to interpret Initiates the imitation of animals Occasionally participates in
through movement, animal feelings or mood. such as butterflies or elephants teacher-modeled activities
moving gracefully, while involving acting out animal
developing the concept of listening to (or feeling the beat movements but usually
personal space (“bubble of) music. watches while listening to (or
space”) feeling the beat of) music.
Theatre - Pantomime Pantomimes characters from books and Pantomimes character from a Pantomimes character from a
characters from books or nursery rhymes with a variety of nursery rhyme after reading the nursery rhyme with teacher
expressions such as using different nursery rhyme. guidance.
rhymes facial expressions and variety of
motions to provide nuances to the
pantomime.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding. **Student with physical limitations may need physical assistance.
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Prekindergarten
✎ MMSR Exemplars
Content Area: The Arts – 3.0 Visual Arts
WSS Indicator: VI A3 Uses a variety of art materials for tactile experience and Fall Spring
exploration
MMSR/VSC Indicator: 3 C1 Create images and forms from observations, memory, and imagination
Objective: Proficient In Process Needs Development
Explore art media, Student tries a variety of media Tries one medium many times Participates in activities using
and ways of using the in order to experience its depth different art media when
processes, and materials independently such such as painting at the easel encouraged by the teacher.
techniques as, uses a big/small brush to several times in a row, using
paint strokes on paper, then on several colors, or covering the
clay or wood. whole paper with paint.
Create artworks that Student represents his/her Student participates in a variety Student rarely chooses to play
thinking and expresses ideas of art experiences, such as at the art center and shows
explore the uses of through art experiences, finger painting, easel painting, little interest in creating
color, line, shape, and exploring how to create making collages. artworks.
texture to express ideas shapes, lines, various colors,
and/or textures in his/her
artworks (Ex: Talks about his
painting of “an angry lion
roaring,” with its “black stripes
and orange colors,” and “red
mouth with sharp teeth.”).
**Student with physical limitations may need physical assistance.
11/28/2011 67
Prekindergarten
✎ MMSR Exemplars
Content Area: The Arts – 1.0 Dance; 4.0 Visual Arts; 4.0 Theatre
WSS Indicator: VI B1 Responds to artistic creations or events Fall Spring
MMSR/VSC Indicator: 1 A3 – Dance – Respond to dance through observation, experience, & analysis.
4 D1 – Visual Arts - Develop and apply criteria to evaluate personally created
artworks and the artworks of others
4 D1 – Theatre – Identify, analyze, and apply criteria to assess individual and
group theatre processes
Objective: Proficient In Process Needs Development
Dance - Apply the language Copies dance steps of a Copies dance steps of a Copies some dance steps of a
of dance to observed classmate during creative classmate during creative classmate with teacher
movement movement and adds some movement. assistance.
additional steps.
Visual Arts - Observe, Reviews own artwork and Reviews own artwork created Reviews own artwork but
describe, and respond to portfolio and selects a few over past weeks and selects a needs teacher guidance to
selected artworks items to take to next year‟s few of them to take home. make selection.
teacher.
Theatre - Observe and Independently recreates a Asks questions about a story Asks questions when prompted
respond to theatrical story based on Reader‟s being performed through by the teacher.
experiences Theater or a puppet show. Reader‟s Theatre or a puppet
show.
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding. **Student with physical limitations may need physical assistance.
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Prekindergarten
Physical
Development &
Health
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Prekindergarten
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Prekindergarten
✎
MMSR Exemplars
Content Area: Physical Development - 2.0 Biomechanical Principles; 6.0 Skillfulness
WSS Indicator: VII A1 Moves with balance and control Fall Spring
MMSR/VSC Indicator: 2 A2 Experience the concept of balance through movement
6 A1 Explore and experience fundamental movement skills
Objective: Proficient In Process Needs Development
Show how to balance Maintains balance on a 2X4 Walks on a line on the floor or Walks on a line on the floor or
balance beam that is close to along a curb or the edge of a along a curb or the edge of a
the ground. sandbox using balanced heel sandbox, but often loses
to toe steps (If visually balance when trying heel to toe
impaired, stands on either foot steps (or if visually impaired,
for more than 10 seconds). stands on one foot for several
seconds).
Explore a variety of Student independently Student consistently Student will occasionally
engages in movement activities participates in movement participate in movement
locomotor skills, such as during group time and other activities during group time, activities during group time,
walk, gallop, run, skip, gross motor times, galloping such as galloping, jumping attempting to gallop, jump with
hop, slide, jump, leap and running smoothly, jumping several times with both feet both feet together, and run
with both feet together, and together, and running smoothly smoothly with stops, starts, and
attempting to skip. with stops, starts and turns. turns.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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Prekindergarten
MMSR Exemplars
Content Area: Physical Development - 4.0 Motor Learning Principles
WSS Indicator: VII A2 Coordinate movements to perform simple tasks Fall Spring
MMSR/VSC Indicator: 4 A1 Experience a variety of play situations
Objective: Proficient In Process Needs Development
Experience a variety of Student will independently Student will engage in a variety Student will inconsistently
engage in a variety of motor of motor movement activities engage in a variety of motor
age appropriate activities during outside time, during outside time, including movement activities during
activities that include including using the slide, climbing on play structures, or outside time, including climbing
walking, hopping, seesaw, or swings, riding a attempting hopscotch. on play structures, attempting
jumping, etc. tricycle on a path, throwing a hopscotch or jumping rope,
ball in an intended direction, when prompted to do so by an
and catching a ball using his adult.
arms and body.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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Prekindergarten
MMSR Exemplars
Content Area: Physical Development - 2.0 Biomechanical Principles
WSS Indicator: VII B1 Uses strength and control to perform simple tasks Fall Spring
MMSR/VSC: 2 A1 Experience movement through play
Objective: Proficient In Process Needs Development
Show various forms of Student is observed engaging Student is observed engaging Student is observed engaging
in a variety of coordinated large in a variety of coordinated large in a limited number of
movement during play muscle and small muscle muscle and small muscle coordinated large muscle and
movements when playing at movements when playing at small muscle movements.
centers (Ex: using clothespins centers (Ex: using two hands to
to hang paintings or pretend string beads, drawing, walking
laundry; pushing a cookie from center to center, moving
cutter into dough; cutting off around tables without bumping
tape with scissors or using tape into them, sitting, dancing,
dispenser‟s serrated edge). bending, reaching, etc.).
Demonstrates strength needed Demonstrates strength needed Attempts resistive activities
to pull the caps off of markers; to carry backpack by self, push with some adult assistance to
twist a cap off of a jar of paste; open doors, remove lids from carry heavy objects, push open
use the paper punch to make markers, push together and doors, remove lids from
holes. pull apart resistive materials. markers, and push together
and pull apart resistive
materials.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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✎ Prekindergarten
MMSR Exemplars
Content Area: Physical Development - 6.0 Skillfulness
WSS Indicator: VII B2 Uses eye-hand coordination to perform tasks Fall Spring
MMSR/VSC: 6 A3 Explore and experience skill themes.
Objective: Proficient In Process Needs Development
Explore throwing at a Independently catches a Beginning to catch a ball with Inconsistently catches a ball
medium sized ball with two two hand grasp with increased with two hand grasp or throws
variety of levels hands successfully; throws ball success; to throw a ball toward a ball toward a target.
with some accuracy toward a a target.
target.
Independently cuts with Easily manipulates small Completes simple activities
scissors on a line are around a pieces within the classroom to requiring precision such as
large picture; dresses dolls string a variety of items, lace stringing small beads, stacking
using snaps and buttons, cards, stack and build with and building with blocks, and
constructs or copies buildings blocks, trace lines with tracing straight, curved lines
and roads with the table accuracy. that have been drawn.
blocks.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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Prekindergarten
MMSR Exemplars
Content Area: Physical Development - 6.0 Skillfulness
Visual Arts – 3.0 Creative Expression and Production
WSS Indicator: VII B3 Shows beginning control of writing, drawing, and art tools Fall Spring
MMSR/VSC: 6 A3 Explore and experience fundamental movement skills
3 C1 Create images and forms from observations, memory and imagination
Objective: Proficient In Process Needs Development
Student constructs a structure at Student constructs a structure at Student constructs a structure at
Explore spatial the Lego™ table, building on the the Lego™ table, building on the the Lego™ table, building on the
awareness horizontal plane, keeping the horizontal plane and keeping the horizontal plane and has difficulty
structure in his space at the table, structure in his space at the table. keeping the structure in his space
and building upward. May begin experimenting with at the table. Adjusts building with
building up. some difficulty.
Manipulate art media, Student uses the easel paints Student needs occasional Student uses the easel paints,
appropriately, paints only on reminders to use the easel paints sometimes spilling paint on the
materials and tools appropriate surfaces and appropriately, paint only on floor, may experiment with
safely remembers to put the paintbrush appropriate surfaces and painting on unapproved surfaces.
back into the paint cup when remember to put the paintbrush Sometimes forgets to put
finished with no reminders. back into the paint cup when paintbrush back in cup so it dries
finished. out.
Uses scissors (regular or adapted) Uses scissors (regular or adapted) Snips independently with scissors
to cut on a line (only straying from to cut a piece of paper in half. (regular or adapted) with some
the line occasionally) or around a assistance to place the scissors in
large picture. his hand appropriately.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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Prekindergarten
✎
MMSR Exemplars
Content Area: Health Education - 6.0 Health Education
WSS Indicator: VII C1 Performs some self-care tasks independently Fall Spring
MMSR/VSC: There is no alignment at this time
Objective: Proficient In Process Needs Development
Masters zipper, buttons, and Attempts to zip, button, Attempts to zip, button,
some buckles and/or buckle independently; and/or buckle; still needs
There is no objective in independently. may ask for adult adult assistance.
the VSC at this time assistance.
Zips, buttons, and/or buckles Tries to zip, button, and/or Attempts to zip, button, and/or
most fasteners independently. buckle independently; may ask buckle; still needs adult
for adult assistance. assistance.
Washes and dries hands Washes and dries hands Washes and dries hands after
independently and thoroughly independently after using the using the bathroom with adult
after using the bathroom bathroom without prompting prompting.
without prompting from adult. from adult.
*Student with physical limitations may require adaptive equipment and/or physical assistance.
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Prekindergarten
✎
MMSR Exemplars
Content Area: Health Education - 5.0 Safety and Injury Prevention
6.0 Nutrition and Fitness
WSS Indicator: VII C2 Follows basic health and safety rules Fall Spring
MMSR/VSC Indicator: 5 A1 Recognize how to respond appropriately to emergency situations
6 A8 Tell the relationship between food and health
Objective: Proficient In Process Needs Development
Identify how to respond to In Dramatic Play Center, In Dramatic Play Center, In Dramatic Play center,
an emergency (e.g. present student acts out/communicates student acts out/communicates student acts out/communicates
different situations ) many fire safety procedures, some fire safety procedures, some fire safety procedures,
such as dialing 911, calling for such as dialing 911, calling for such as dialing 911, calling for
Tell an adult; Call 911 a fire truck when there‟s a fire, a fire truck when there‟s a fire, fire truck when there‟s a fire,
crawling on the ground, „stop, etc. etc., with teacher guidance and
drop, and roll,‟ getting out of modeling.
the building, etc.
Tell why the body needs Relates/communicates in Relates/communicates how Relates/communicates
simple factual terms how food food effects body growth, such inappropriately how food
food
effects body growth, such as, as, child liking milk “because it effects body growth after
Growth milk being needed for bone makes you strong”, after reading a story on human body
growth, after reading story on reading story on human body and growth (Ex: “Milk can
human body and growth. and growth. make me fly!”)
*Student may use sign language or augmentative communication to communicate questions and comments, and to demonstrate
understanding.
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Prekindergarten
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