for Ages Three to Five

Guam Early Learning Guidelines

DRAFT

This document was funded by Project Bisita I Familia with 100% funding support from the U.S. Department of Health & Human Services,

Health Resources and Services Administration, Grant #X02MC23100, through a subcontract between the Department of Public Health &

Social Services and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service

(Guam CEDDERS).

Table of Contents

Introduction ...........................................................................................4

Overview ...............................................................................................4

Guiding Principles .................................................................................5

How To Use This Book .......................................................................6-7

Acknowledgements ..............................................................................8

Accommodations, Modications, & Adaptations .................................9

Physical Development and Health & Safety ...................................11

Self-Concept and Social Emotional Development .........................17

Cognitive Development ..................................................................25

Communication, Language Development, & Literacy ...................45

Creative Development ....................................................................55

Appendices .........................................................................................63

Alignment Document ......................................................................65

References ......................................................................................92

Introduction

The Guam Early Learning Guidelines for Young Children Ages Three to Five were created in 2005 to improve

the quality of care and education provided to our preschool-aged children on Guam. The guidelines have

been a premier resource in providing guidance to families, caregivers, teachers, and administrators on what

ALL preschool-aged children should know and be able to do as they prepare for entrance into kindergarten,

regardless of socio-economic status, cultural background, or range of abilities.

The 2014 revised Guam Early Learning Guidelines Ages Three to Five (GELGs: 3 to 5) were updated to

address changes in the current education landscape that call for national standards and curriculum alignment.

The revised GELGs: 3 to 5 includes several sections from the 2005 GELGs, as well as strategies to provide

foundational learning for national and local standards.

OVERVIEW

The 2005 Guam Early Learning Guidelines (GELGs) for Young Children Ages Three to Five were adapted

from the Hawaii Preschool Content Standards and address various domains of child development. The GELGs

are useful and appropriate for all public or private preschool programs or settings that serve children ages

three to ve years old.

Children develop at different rates and in different ways or may have special needs. The guidelines are to

be used to guide or assist parents and caregivers in understanding and supporting what children, ages three

to ve years, typically know and are able to do. They are not meant to be used as an assessment tool for

determining the level of abilities of children in the various developmental domains, nor are they meant to be

seen as criteria for kindergarten.

GELGs should be used to:

• Inform families about the development and capabilities of children who are preparing for kindergarten;

• Serve as a guide to educators in the development of early childhood curriculum and educational

strategies;

• Provide a framework for administrators to oversee early childhood curricular practices and advocate for

resources; and

• Guide the selection of assessment tools that are appropriate for learners from a variety of backgrounds

and differing abilities.

GELGs should NOT be used to:

• Assess the abilities of young children;

• Mandate specic teaching practices, materials, or curricula;

• Prevent children from entering kindergarten if they do not demonstrate certain skills; or

• Leave out groups of children because of differing socio-economic status, language, cultural background,

or range of abilities.

GUIDING PRINCIPLES

All children deserve equal opportunity and access to high quality early care and educational programs

provided in a healthy and safe environment. These programs will ensure a good foundation for academic

success and lifelong learning by:

• nurturing overall developmental needs;

• respecting individual characteristics and cultures;

• strengthening relationships between parents, teachers, providers, and administrators; and

• preparing children to enter school ready to learn and be successful individuals in life.

The following guiding principles combine what is understood about how young children learn. Early

childhood programs and settings are encouraged to use the GELGs: 3 to 5 and embrace these principles:

1. Families are the primary caregivers and teachers of young children, and should be respected

and supported as partners in the care and education of their children. Teachers, caregivers, and

administrators should work together with families to make sure that children are given the best learning

experiences and provide families with good information needed to support learning.

2. All children will be respected as able and unique individuals who have different learning styles, home

environments, and needs. Teachers, caregivers, and administrators will respect the entire well-being of all

children and will be open to their needs, interests, and learning styles. This will allow children to develop

their sense of self; which is the way that they understand and represent their world.

3. Programs should be designed to support the development of the whole child by providing experiences

that are fun, healthy, and safe; and by ensuring that children are given the opportunity to enhance their

overall growth in social, language, emotional, cognitive, and physical development. Teachers, caregivers,

and administrators will ensure that they provide a developmentally appropriate program that includes

well-designed indoor and outdoor learning environments which are accessible to all children to actively

engage in while learning new skills.

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The GELGs: 3 to 5 are divided into ve broad developmental domains, or categories of development. Each

of the ve domains contains general areas of learning and are further divided into separate subject areas. Each

domain is equally important in the development of the child’s learning. All domains are connected as they

represent the “whole child.”

Domain 1: Physical Development and Health & Safety

This domain refers to physical well-being, use of the body, muscle control, and good nutrition,

exercise, hygiene, and safety practices.

Domain 2: Self-Concept and Social Emotional Development

This domain refers to the skills necessary to support secure attachment with adults, maintain healthy

relationships, control one’s behavior and emotions, and develop a healthy concept of self.

Domain 3: Cognitive Development - Math (Numeracy), Science, & Social Studies

Cognitive development is the construction of thought processes, including remembering, problem solving,

and decision-making. Cognitive development in math refers to the conceptual understanding of numbers,

relationships, combinations, and operations. Cognitive development in science refers to the emerging ability

to gather information about the natural and physical world and organize that information into knowledge

and theories. Cognitive development in social studies refers to understanding people and how they relate to

others and the world around them.

Domain 4: Communication, Language Development, and Literacy

Communication is the ability to pass on thoughts, information, or feelings through verbal or nonverbal

means. Language Development refers to the emerging ability to understand others (receptive language) or

to share information (expressive language). Literacy refers to the knowledge and skills that set the foundation

for reading and writing, such as understanding basic concepts about books or other printed materials; the

alphabet, and letter-sound relationships.

Domain 5: Creative Development

This domain refers to the participation in a range of activities that allow for creativity, imaginative expression,

and aesthetic, or artistic, appreciation of music, art, creative movement, and drama.

Each domain is presented as a color-coded section in the GELG. Each section is organized into three columns:

First Column: What the Child Learns:

This column contains the content standards that offer guidelines for teaching and learning opportunities

that should be used to help children develop knowledge, skills, and attitudes about a specic domain. Based

on developmentally appropriate child development, the knowledge and use of these content standards will

help to ensure that children will have a balanced educational experience which can prepare them for school

readiness.

This column also includes the alignment of domain elements from The Head Start Child Development

and Early Learning Framework. The framework reects the core value of the Head Start program to promote

all aspects of child development and learning in early childhood programs. It outlines eleven domains of

development and learning to help establish school readiness goals, monitor progress, align curricula, and

assist in program planning.

How To Use This Book

What the Child Learns

Content Standard

What the Child May Do What You Can Do

HEAD START

Child Development

and Early Learning

Framework

Performance Indicators Teaching Strategies

Physical Development

and Health & Safety

SAMPLE FORMAT

How To Use This Book

Second Column: What the Child May Do:

This column contains performance indicators, which are examples of child actions, behaviors, and skills that

may indicate that the child has acquired knowledge, skills, and attitudes related to the standard addressed. It

is here where teachers, caregivers, and families can observe the children’s behavior, play experiences, work,

and conversations, and understand the children’s levels of preparedness in relation to the standards. Through

their observations of the children with respect to the performance indicators, teachers, caregivers, and families

can develop school readiness goals specic to each child.

Third Column: What You (the responsible adult caregiver or parent) Can Do:

This column contains suggested strategies that can be used by teachers, caregivers, or families. These

activities can help support children’s learning of the performance indicators related to the specic standard

addressed. These activities were gathered from participating child care centers and preschool programs on

Guam, national parenting programs, and other resources. The activities reect culturally diverse practices

and knowledge and can serve as a starting point for other developmentally appropriate and culturally diverse

activities that can be used for children.

Teachers, caregivers, and administrators should not separate learning or activities strictly

according to domains. Knowledge of the domains should guide their integration throughout instructional

activities. Knowledge of developmental learning levels within each domain will also enable teachers,

caregivers, and administrators to enhance, modify, or concentrate on activities in support of developmental

learning.

Acknowledgements

The Project Tinituhon - Guam Early Learning Guidelines Workgroup is comprised of public and private

stakeholders including center and home-based child care providers, teachers, social workers, coordinators,

and administrators. Facilitated by the University of Guam, Center for Excellence in Developmental Disabilities

Education, Research, & Service (Guam CEDDERS), the workgroup met on a monthly basis over a period of

six months to revise and update the guidelines. Additionally, child care centers were invited to contribute

to the revision by sharing their experiences and expertise related to: child care, education, child growth &

development, and developmentally appropriate practices for children from diverse cultures, backgrounds,

and abilities.

Project Tinituhon - Guam Early Learning Guidelines Workgroup Members:

Additional Contributors:

Margarita B. Gay

Administrator

Bureau of Family Health & Nursing Services

Department of Public Health & Social Services

Cathy Schroeder

Program Director

Guam Head Start Program

Department of Education

Narcissa P. Ada

Social Service Supervisor II

Bureau of Social Services Administration

Department of Public Health & Social Services

Cathy Tydingco

School Program Consultant

Part C Coordinator

Part B/ECSE Preschool Coordinator

Department of Education

Mary Taimanglo

Operation & Curriculum

Lots of Learning Child Care Center

Subasri Nagarajan

Director

Bambini Montessori School Center

Gloria Baguinon

Director

Little One’s Child Care Center

Joesy Ragasa

Night Director

PNG Childcare and Learning Center

Gloria Datuin

Owner/Manager

Giggles & Scribbles Child Care Center

Jerry Huffer

Owner/Director

Adventures in Learning

Child Development Center

Joe Soriano

Owner

Nene Child Care Center

Elina Ogo

Teacher

First Step Early Childhood Educational Center

Marsha Postrozny

Associate Professor

Guam Community College

Joseph E. Montague II

Program Coordinator IV

Child Care and Development Fund

Department of Public Health & Social Services

Linda Rodriguez

Human Services Administrator

Bureau of Social Services Administration

Department of Public Health & Social Services

Magdalena Huffer

Owner/Director

Adventures in Learning Child Development Center

Julie Rivera

Owner/Director

My School Child Development Center

Sr. Brenda Mwarik

Teacher

Maria Artero Catholic Pre-School

Leona Balabagno

Director

Little Einsteins Child Learning Center

Bernadette Benjamin

Director

Tender Shepherd Child Care Center

Hiroko Maeda

Owner/Director

Harmony Kids Child Care Center

Teresa Halladay

Owner/Director

Dededo Child Care & Learning Center

Marge Dolor

Director

Anigua Learning Ladder Child Care Center

Marie Remillo

Director

Doc’s Day Care and Preschool Center

Netty Gomowad

Preschool Teacher

Department of Education

Benita Cardinas

Preschool Teacher

Department of Education

MariJul Taitano

Preschool Teacher

Department of Education

Flo Uson

Preschool Teacher

Department of Education

MaryJo Martinez

Preschool Teacher

Department of Education

Maria Peddicord

Preschool Teacher

Department of Education

RLynn Tablan

Preschool Teacher

Department of Education

Ronelen Dionaldo

Preschool Teacher

Department of Education

Gloriana Guerrero

Preschool Teacher

Department of Education

Eloise Sanchez

School Program Consultant

Curriculum & Instruction

Department of Education

Elaine Eclavea

Initiative Area Coordinator

University of Guam CEDDERS

Charlita A. Harper

Training Associate

University of Guam CEDDERS

Vera Blaz

Training Associate

University of Guam CEDDERS

Accommodations, Modications, & Adaptations

All children need a natural environment that continues to invite them to explore and learn. Natural

environments are homes, child care centers, and other places that are open to all children of differing abilities.

Children with special needs may need an environment that is tailored to their needs and strengths. Changes,

called accommodations, modications, or adaptations, may need to be made to environments, materials,

people, activities, or other useful elements that affect learning. Before any changes are made, it is important to

be aware of the specic needs of each child. Every child is different.

Accommodations are supports put in place that will allow children to access their environment to help their

learning process. For example, a child with a hearing impairment is taught simple sign language; a child who

has low vision is provided sensory items to touch and explore.

Modications are adjustments made to an activity or material to make things accessible for a child to

understand and/or be able to do an activity. An example is to provide a quieter environment with soft lighting

for a child who takes longer to focus and play, or provide foam grips on handles of learning tools, such as

scissors, for a child who may have ne-motor difculties.

Adaptations are adjustments to the method of instruction or the difculty of tasks for the child. An example

is to use hand-over-hand assistance to physically guide or support movement, and using verbal prompts to

encourage children’s verbal or motor responses.

It is important to note that children who may benet from accommodations, modications, or adaptations,

are not necessarily in need of special education services.

Through early intervention systems, children may be identied as having a disability and accompanying

special needs. If a child is determined to be eligible for special education services, specic intervention is

identied for the child birth to three years in an Individualized Family Service Plan (IFSP); or if the child is

between three to ve years in an Individualized Education Plan (IEP) formed by a team of professionals and the

family. The IFSP or IEP will specify the interventions to be made with goals, timelines, strategies, and resources

to help the child with a disability meet the same expectations as his/her peers. Families and caregivers will

need to refer to a child’s IFSP or IEP to help plan his/her routines, daily schedules, and special events to ensure

that the child’s educational goals are addressed.

Notes

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

Children use their senses and bodies to explore their physical environment. They

investigate and practice the motions that develop their small and large muscles such

as holding a crayon or pencil (small muscles) and walking or jumping (large muscles).

Children enthusiastically explore how to move their bodies and need encouragement

so they can appreciate and learn how to build up their strength, balance, muscle

control, and coordination.

According to Maslow’s Hierarchy of Needs, safety is the second most important need

of all human beings. Children need to be nourished in a healthy and safe environment

where they can grow and develop.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

What the Child Learns

Standard 1

Develop health

awareness and skills.

Positive Health and

Safety Practices

HEAD START

Child Development

and Early Learning

Framework:

• The maintenance

of healthy and

age appropriate

physical well-

being.

• The

understanding

of healthy and

safe habits and

practicing healthy

habits.

Ù Wash hands when

appropriate and necessary

(such as before eating and

after using the toilet).

Ù Use toilet independently.

Ù Cover mouth when

coughing and sneezing; use

tissue as needed and wash

hands afterwards.

Ù Brush teeth, comb hair, take

a daily bath, and wear clean

clothes.

Ù Clean work and play area,

take care of personal

belongings.

Ù Demonstrate awareness

that foods from the food

pyramid help the body to

grow and be healthy.

Ù Indicate awareness that the

body needs exercise (indoor

& outdoor) and rest.

Ù Choose challenging new

physical activities.

• Sing a song while washing hands such as

“The Alphabet Song” or “Twinkle, Twinkle

Little Star.”

• Create and consistently use a visual

schedule/routine to show the steps

needed for using the toilet and

washing hands.

• Place pieces of toilet tissue in the toilet

bowl for boys’ target practice when toilet

training.

• Use a “cover, pinch, pull down” routine

for wiping nose with a tissue. Bring up

neckline of shirt to mouth to contain

cough or sneeze; or cough/sneeze into

sleeved arm.

• Label learning areas, such as the toy

shelf, with pictures & words to make it

easier to return items to their proper

places. Establish procedures for clean

up and use a buddy system to check on

completeness.

• Display the food pyramid and talk about

it at each mealtime. Show pictures of

healthy food ads such as the “Milk does a

Body Good” campaign.

• Tell children that exercise keeps their

bodies in good condition. Exercise

“warms up” the body and “cool down”

allows the body to rest.

• At exercise time, provide different exercise

equipment to choose from and use with

a partner. Rotate the choices periodically.

Challenge children to make up a new

game using the same equipment in a

different manner, and to explain to his/her

peers how to do it.

What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

Standard 2

Learn, acquire, and

follow basic self-help

and safety rules.

Ù Seek help from caregiver in

emergencies.

Ù Know how and when to call

“9-1-1.”

Ù Demonstrate awareness of

emergency procedures and

drills for disasters such as

re, earthquake, tsunami,

typhoon, and lightning

storms.

Ù Know safety procedures

for travel (use seat belt in

a car, look both ways and

cross street with an adult),

eld trips (hold hands, stay

with the group), and water

recreation (an adult must be

watching at all times).

Ù Recognize everyday

dangers such as the stove,

electrical outlets, knives,

matches, medicines, and

poisons and follow basic

safety rules regarding them.

• Teach children what different types of

emergencies there are, who can be called

for specic emergencies, and how to

notify the person that he/she needs help.

• Establish emergency procedures and

practice them at regular intervals.

Make visual schedules, do actual

demonstrations, and use a signal for

alarms. Contact Guam Homeland Security,

Ofce of Civil Defense for materials and

videos that can be used.

• Use scenarios and reminders to help the

children know the difference in emergency

and practice procedures.

• Verbally remind the children about

emergency practice by saying, “Show me

or tell me how we can be safe when…”

• Introduce the universal “no” symbol.

Help children cut out a universal “no”

template to place over all the items in

the environment that are not safe. Help

children look for the universal “no” in the

environment.

• Teach safety rules in a positive way.

Remind children of what they should do,

instead of what they shouldn’t do. For

example, “Let’s walk,” instead of “Don’t

run,” to stay safe.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

Physical Development

and Health & Safety

Standard 3

Develop strength

and coordination of

small muscles.

HEAD START

Child Development

and Early Learning

Framework:

• The control of

small muscles for

such purposes

as using utensils,

self-care, building,

and exploring.

Ù Manage routines such as

dressing self, using toilet

independently, and using

eating utensils.

Ù Follow routines for the care

of personal belongings and

materials.

Ù Follow classroom routines

for clean-up.

Ù Participate and demonstrate

increasing skill in activities

that require small

muscle strength (cutting,

hammering, using tools for

play dough, building with

blocks).

Ù Show beginning control

of manual tools (scissors,

pencils, brushes, markers,

tongs).

Ù Demonstrate increasing skill

in hand-eye coordination

in activities like puzzles,

stringing beads,and tracing

shapes and letters.

• Allow the child the time to practice self-

help routines on his/her own. Provide

materials such as dress-up clothes with

various types of fasteners and child-sized

utensils for practice. Praise the child for

his/her efforts and resist the urge to help

unless absolutely necessary.

• Label learning areas (cubbies, baskets,

boxes, etc.) with words and pictures to

help the child know where things are to be

kept, and provide a consistent routine for

properly putting things away.

• Set a reasonable time frame for cleaning

up and have a transition song when

doing so.

• Provide pictures of “nished products”

as guides. Provide the child various tools

to create similar products, and when

done he/she can talk about what he/she

created.

• Have a “show and tell” to introduce

different types of tools and explore their

uses. Make the tools available with other

materials for the child to practice or to

create things using them.

• Provide a variety of materials for the child

to manipulate with his/her hands and

ngers such as puzzles, blocks, beads, etc.

• Prepare small squares of sturdy metal

screen by bending in the edges and

taping over them. Give the child a few

lengths of yarn (one end stiffened with

tape), and other decorations. The child

can weave the yarn in and out of the

screen to create a design.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Physical Development

and Health & Safety

Standard 4

Develop strength

and coordination of

large muscles.

Ù Demonstrate increasing

skills in balancing, such as

walking a balance beam,

jumping and landing on

two feet, hopping on one

foot.

Ù Display increasing strength

and coordinated use of

upper body and arms such

as throwing and catching a

large ball, climbing a play

structure.

Ù Show increasing strength

and coordinated use of

lower body and legs such

as running, galloping,

skipping, kicking a ball, and

creative movement.

Ù Control body in movement

activities.

• Lay a line of blue painter’s tape on the

oor and encourage the child to walk or

hop on the tape when it is time to line up.

• Pretend that the tape is a “river” or a

“snake” and ask the child to jump over it.

• If available and in a safe location, assist

the child in balancing on sidewalk curbs or

raised pathways.

• Provide a trash can with an easily

removable lid. Have the child squeeze his/

her paper waste into a “ball” and practice

throwing it into the trash can.

• Toss the child’s pillow, blanket or clothes

to him/her before he/she uses them.

• Play a gentle game of tug-of-war by

holding on to the above items while

having the child pull them from you.

• Have the child help to roll up a garden

hose - stretch it out fully and have him/her

pull and coil the hose in one spot.

• Play the “Simon Says” game, and have

the child copy your motions.

• Teach the child precursor skills (the

motions that happen before a target

motion). For example, when teaching the

child how to run, tell him/her to walk faster

and faster, pump his/her arms, and lift his/

her feet higher and higher off the ground.

• Establish boundaries (such as a spot on

the oor for jumping up and down, a line

to run to, how high to kick, etc.) for large

muscle movement.

HEAD START

Child Development

and Early Learning

Framework:

• The control of

large muscles

for movement,

navigation, and

balance.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional

Development

Physical Development

and Health & Safety

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional

Development

Children depend on their interactions with peers and adults to create

a sense of self and to view themselves as learners. They need to have

consistent nurturing from their parents, teachers, caregivers, and

families. Children are naturally curious about other people which helps

them develop a strong sense of identity.

Children should be provided many opportunities to interact with their

family, community, and preschool setting where they can continue to

enhance their social emotional development. Children who engage in

meaningful daily activities with their families, community, and preschool

setting are given opportunities to respect another person’s interests,

preferences, differences, and cultural backgrounds, which allow them to

develop positive attitudes about themselves and others.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Standard 1

Understand and

express feelings

appropriately.

HEAD START

Child Development

and Early Learning

Framework:

• The ability

to recognize

and regulate

emotions,

attention,

impulses, and

behavior.

• A healthy range

of emotional

expression and

learning positive

alternatives

to aggressive

or isolating

behaviors.

Ù Use, express, and recognize

feelings with actions and

words appropriately.

Ù Understand personal

characteristics (self-image).

Ù Express emotions through

appropriate actions and

words.

Ù Recognize and describe

own feelings.

Ù Begin to show self-control

in handling frustration and

disappointment with self

or others.

• Sing the “If You’re Happy and You Know

It” song and use facial expressions

and actions. Create similar verses for

other emotions with actions and facial

expressions.

• Help to label the child’s emotions and

encourage “emotion checks” by asking

the child how he/she is feeling at various

times of the day or during specic

activities.

• Be the model. Verbalize your emotions

throughout the course of the day so

the child can see how you handle your

emotions.

• Have child look at himself/herself in a

full-length mirror while you give him/her

directions to do things with his/her body

such as stomp feet or stick out tongue.

Can he/she show what his/her body would

look like if he/she was feeling a certain

emotion?

• Have two children face each other, each

one takes a turn to

do something and the other copies the

action.

• Help the child to say or show what

is causing his/her frustration or

disappointment. Let him/her know that

it is okay to feel the way he/she feels but

he/she can do something else to make

himself/herself feel better. Offer, or help

him/her to think of, alternate choices or

activities to help him/her let go of his/her

frustration or disappointment.

• Display pictures of the child or other

children showing different emotions.

Have child express his/her feelings by

showing the appropriate facial expression

or pointing to the picture of the facial

expression which matches his/her feelings,

from among those displayed.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Standard 2

Continue to develop

a sense of self.

HEAD START

Child Development

and Early Learning

Framework:

• The perception

that one is

capable of

successfully

making decisions,

accomplishing

tasks, and

meeting goals.

Ù Show satisfaction in

accomplishments.

Ù Show knowledge of

own characteristics such

as name, gender, age,

physical traits, and family

membership.

(I am a son/daughter,

brother/sister, etc.)

Ù Identify self in the family,

structure, and roles and

responsibilities.

• Help the child to label his/her feelings

for his/her accomplishment such as, “You

must be so proud that your tower did not

fall!”

• Give children opportunities to evaluate

their own accomplishments in positive and

constructive ways.

• Teach and practice “Give yourself a pat on

the back for your good work.”

• Create a llable form and place on a

clipboard. Ask the child questions such

as name, age, etc., and write down his/

her responses (assisting or correcting as

necessary).

• Make a mock passport, complete with

photo, which includes all the information

from the mock interview.

• Ask for or take pictures of the child and

his/her family. Display the pictures and

ask who the family members are and what

they do for the family.

• Make a family tree mobile with parents

at the top of the tree, and the children as

branches. Label each person with name

and position(s) in the family.

• When talking about himself/herself, help

the child reference his/her relationship to

other family members (For example, I am

Keisha’s brother. I am mommy’s son.)

• Create and sing a version of “The Farmer

in the Dell” song using family members

and what they do. For example, “The

daddy in my family, the daddy in the

family, hi ho the derry-o the daddy in my

family. He takes me to the beach, he takes

me to the beach, hi ho the derry-o he

takes me to the beach.”

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Self-Concept and

Social Emotional Development

Standard 3

Acquire behaviors

and skills expected

in different

environments.

HEAD START

Child Development

and Early Learning

Framework:

• The healthy

relationships and

interactions with

adults and peers.

Ù Participate in positive

ways with peers and adults

of different cultures and

community settings.

Ù Follow rules of conduct

established by the caregiver

or teacher.

Ù With a few reminders,

use classroom materials

appropriately.

Ù Follow schedule and typical

classroom routines and

transitions.

• Encourage exposure to other cultures by

providing relevant experiences such as

dressing up in cultural costumes or eating

ethnic foods using appropriate utensils

such as ngers, chop sticks, fork and

spoon, etc.

• Show acceptance of diversity in different

settings by explaining to the children that

“This is how it is done in …(this culture).”

Talk about how it may be done the same

or differently in the children’s own culture.

• Develop rules for the classroom with

the children, if possible, and explain the

reasons for the rules. Display a visual

reminder of the rules and practice them

consistently with the children.

• Develop procedures for the use and care

of classroom materials. Provide visual

reminders of the procedures and practice

them consistently with the children.

• Post a visual schedule of daily routines

and consistently follow them. Refer to

the next activity in the routine before it

happens. Prepare the children beforehand

if there will be a change in routines such

as for an outing, etc.

• Provide a variety of transition signals

between activities such as a bell to signal

mealtime or singing a clean-up song after

playing with toys.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Standard 4

Interact, develop,

and maintain

appropriate

relationships with

others.

HEAD START

Child Development

and Early Learning

Framework:

• An interest and

engagement

in group

experiences.

Ù Participate in small and

large-group activities.

Ù Use simple negotiation skills

to solve conicts.

Ù Play cooperatively with

others.

Ù Develop friendships.

Ù Interact with ease with

familiar adults and peers.

Ù Take turns in maintaining a

conversation and in playing

with others.

• With children seated in a circle, roll a ball

to a child and tell him/her that it is his/

her turn. The child will say or signal, “My

turn.” When he/she is done, he/she rolls

the ball to another child and tells that

child, “Your turn.”

• Ensure that there are a variety of activities

and materials to choose from so that

when there is a conict, the child is able

to tell his/her peer that he/she can have a

turn when he’s/she’s done or try another

activity.

• Draw straws to practice turn taking. Place

straw pieces of differing lengths in a cup.

Have each child close his/her eyes before

drawing a straw. The child who draws the

longest straw has the rst turn, the child

who draws the shortest straw goes last.

• Have children hold hands making a circle.

Have them walk or slide side to side

while singing the song, “Ring around the

Rosie,” and fall to the oor together when

they sing, “We all fall down.”

• In every interaction the child makes, make

him/her feel valuable for his/her role in

contributing to the interaction. He/she will

begin to participate more often.

• Adult sings, “Who took the cookie from

the cookie jar?”

“(Name a child) took the cookie from the

cookie jar.”

Child says - “Who me?”

Group says - “Yes, you.”

Child says - “Couldn’t be.”

Group says - “Then who?”

Child names someone else and that

person tries to defend himself/herself and

names someone else, until everyone is

called. End by saying, “No one took the

cookie because no one put one in

the jar!”

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Self-Concept and

Social Emotional Development

Standard 5

Takes initiative and

responsibility for

own actions.

HEAD START

Child Development

and Early Learning

Framework:

• The ability to

recognize,

understand,

and analyze

a problem

and draw on

knowledge or

experience to

seek solutions to

a problem.

• The ability to

begin and nish

activities with

persistence and

attention.

• An interest in

varied topics

and activities,

desire to learn,

creativeness, and

independence in

learning.

Ù Show increasing self-

direction in the use of

materials.

Ù Participate willingly in

school activities.

Ù Try more than one way to

solve a problem.

Ù Persist in solving a problem

or completing a task.

Ù Seek help and assistance

when needed.

Ù Choose new as well as

familiar activities.

Ù Follow logical

consequences of

inappropriate behavior.

Ù Show signs of empathy or

remorse.

• Provide many opportunities for activities

to be chosen by the child rather than by

the teacher.

• Encourage the child to create a work plan

and praise him/her for working on it and

completing it.

• Encourage the child to “think outside the

box” and suggest other possibilities for

solving a problem without actually solving

it for him/her.

• Let the child know that he/she can ask for

help. Model how he/she can do it and be

responsive to his/her requests.

• Introduce new activities and materials

periodically. Allow the child to explore

the new additions on his/her own, but be

available to assist if needed.

• Allow the child to put away or walk

away from the task that he/she is having

difculty with and come back to it

when ready. Provide assistance only as

necessary to avoid having the child give

up. Congratulate the child for his/her

persistence. If he/she wants, allow him/

her to share with others how he/she

accomplished his/her task.

• Work with the child on the rule that was

not followed and consequences. Let the

child know that he/she is responsible for

the consequences of not following rules.

For example, if he/she pushes a child who

does not want to share his/her drink and

causes a spill, he/she needs to clean up

the spill and apologize sincerely to the

other child.

• Remind the child of the “golden rule”

of treating others how he/she wants to

be treated. When he/she upsets another

child, point out the emotions of the other

child and ask him/her if these are good

feelings. Have him/her apologize to the

other child for what he/she did and praise

him/her for doing so.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Standard 6

Represent fantasy

and real-life

experiences through

pretend play.

Standard 7

Engage in sustained

symbolic play with

other children.

HEAD START

Child Development

and Early Learning

Framework:

• The use of

symbols or

objects to

represent

something else.

Ù Pretend to be a character by

talking, moving, and acting

like that character.

Ù Participate in pretend play

and interact with another

child who is also in a

pretend role.

Ù Create play scenarios with

other children, helping to

decide who performs roles

and which materials or

props will be used.

• Provide a variety of dress-up costumes

and props in a dress-up area.

• Play the “Mother May I?” game by

designating a child to be the mother

and other children to be the kids. The

mother tells each kid to do something and

each kid must ask, “Mother may I?,” and

mother responds, “Yes, you may,” before

the kid can perform the action.

• Play “What does it sound like?” games.

Label the sound that the child tries to

imitate.

• Read books that have characters that are

easy to imitate such as “The Three Bears.”

Model actions for the child. Help to re-tell

the story by having different actors.

• Help the child to select props or materials

from his/her environment which closely

match those in the story. Suggest other

items that can be substituted for props

that aren’t available.

• Have the child make up a twist on the

story by creating a new character such as a

gecko, or a pig, etc.

Dramatic/

Symbolic Play

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Self-Concept and

Social Emotional Development

Cognitive

Development

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive

Development

Children are constantly receiving new information every day.

Cognitive development is an on-going process of interaction

between the child and the way he or she views objects or events

in the environment (Allen and Marotz, 2003). It involves the

development of the brain and the way a child learns through

recognizing, processing, and organizing information, and the

way the information is used. According to Allen and Marotz, the

cognitive process includes mental activities such as discovering,

interpreting, sorting, classifying, and remembering. All the

interactions that a child experiences during his or her daily

activities contribute to his or her cognitive development.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive

Development

Cognitive Development

Mathematics (Numeracy)

Standard 1

Learn about

numbers, numerical

representation, and

simple numerical

operations.

HEAD START

Child Development

and Early Learning

Framework:

• The

understanding

that numbers

represent

quantities and

have ordinal

properties

(number words

represent a rank

order, particular

size, or position

in a list).

• The use of

numbers

to describe

relationships and

solve problems.

Ù Use counting and numbers

as part of play.

Ù Identify and name some

number symbols.

Ù Show understanding

of number concepts by

counting up to 10 objects

meaningfully, using one

number name per object.

Ù Begin to show one-to-one

correspondence when

counting out and pairing

objects.

Ù Demonstrate the idea of

adding more or removing

(subtracting) using ngers

or objects in meaningful

situations.

• When beginning an activity or

competition, count out loud, “One, two,

three, GO!”

• Have the child count out materials as

they are being used, such as beads

when stringing or toy cars as they are

being lined up.

• Have the child count as he/she pairs

items in one-to-one correspondence

(For example, counts “1-2-3” as he/she

puts one spoon next to each plate on

the table.)

• Model meaningful counting when giving

the child nger foods. For example,

“Here are 1,2,3 banana chips for you,

and 1,2,3 banana chips for me.”

• Mealtime is a great time to talk about

“adding” and “taking away.” As an

example, place one grape on the child’s

plate and tell him/her that you are going

to “add” one more grape; how many

grapes does he/she have now? What if

you add one more grape? After getting

a total count of grapes, inform the child

that you can take away one grape…

by eating it! Remind the child that he/

she had a total of ve grapes and you

took away one grape. How many grapes

are left (remaining)? Use the vocabulary

words often and matter-of-factly;

familiarity with them helps to learn their

meaning.

• Encourage the child to count out

objects rather than counting by memory.

Challenge the child to count out items

using a familiar tune, such as counting

out blocks to the tune of “Happy

Birthday.” The child will not only practice

his/her counting, but learns musical

concepts (such as beat and tempo) at

the same time.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Mathematics (Numeracy)

Standard 2

Recognize and

create patterns and

become aware of

relationships.

HEAD START

Child Development

and Early Learning

Framework:

• The recognition

of patterns,

sequencing, and

critical thinking

skills necessary

to predict and

classify objects in

a pattern.

Ù Sort and classify objects

by their properties (such as

size, number, color, what it

can do, and what it is made

of) in a meaningful way.

Ù Arrange objects by order of

their properties /patterns

(from small to large, hot to

cold).

Ù Explain why and how

objects are organized in a

particular way.

Ù Notice patterns in the

environment and can

describe, repeat, and

extend patterns.

Ù Anticipate the pattern in a

repetitive book, poem, or

song .

Ù Create patterns in self-

directed activities.

• Start from broad categories that the child

is familiar with such as sorting clothes -

all the dirty clothes go in the hamper or

basket. Then, you can narrow the category

into all the dirty white clothes get washed

rst, then all the dirty colored clothes get

washed.

• Teach children about recycling. Label bins

with words and pictures for recycled items

such as plastic, aluminum, and paper and

have children practice recycling.

• Get cups of different sizes. Show the child

how to stack the cups from smallest to

tallest. Model the sequence, then have the

child follow what you’ve done.

• Visit the produce section of the grocery

store. Ask the child to nd fruits and

veggies of the same color, or shape, or

size.

• Help the child learn how to categorize by

having him/her sort through the shopping

cart at the cashier and place all the

canned goods on the counter, then all the

produce, then all the boxed items, etc.

• Point out patterns in the environment such

as the red, white, and blue of the American

ag. Have him/her say, “Red, white and

blue, stars over you,” as he/she points out

the stripes and stars on the ag.

• Sing a predictable song and pause for

the child to complete the verbal pattern,

such as, “The wheels on the bus go round

and round; round and round; round and

_______.”

• Provide a limited number of art materials

for the child to use and encourage him/

her to create a pattern. Model a pattern for

him/her if needed.

• Take a piece of paper and write down

number patterns (e.g. 123, 123, 123). Give

the child another piece of paper and ask

him/her to show what comes next. Mix the

numbers up for a challenge. You may use

objects such as colored blocks or cut-up

shapes.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Mathematics (Numeracy)

Cognitive Development

Mathematics (Numeracy)

Standard 3

Develop concepts

of shape and space.

HEAD START

Child Development

and Early Learning

Framework:

• The

understanding

of shapes, their

properties, and

how objects are

related to one

another.

Ù Identify, name, create,

and compare some

2-dimensional and

3-dimensional shapes.

Ù Use 2-dimensional and

3-dimensional shapes

to measure and make

predictions of things in the

environment.

Ù Demonstrate spatial

understanding in play.

Ù Describe, name, and

interpret the relative

positions of objects in a

meaningful way.

Ù Create art using geometric

shapes and symmetry.

Ù Identify geometric shapes

in books, artwork, and the

environment.

• Have the child match pictures of shapes

with corresponding 3-dimensional

shapes.

• Use a large shape such as a hula hoop

to emphasize shape names. Encourage

activities for the child to do with his/her

body such as “jump in the circle,” “put

your foot in the circle,” or “walk around

the circle.”

• Have the child guess how many wooden

blocks it would take, end to end, to

get from where he/she is standing to

the front door. Count the blocks and

lay them end to end to see if his/her

estimate was correct.

• Show the child a puzzle that has one or

two pieces removed. Show him/her one

puzzle piece and ask him/her where it

ts in the puzzle.

• Create an obstacle course for the child.

For example, climb over the box, jump

through the hula hoop, run around

the tree, go under the clothesline, etc.

Emphasize the spatial concepts as the

child goes through the course. The story

“We’re Going on a Bear Hunt” offers an

imaginary obstacle course that children

can pretend to go through together.

• After learning the established rules for

putting things away, ask the child to tell

you where a specic item goes, such

as books go on the bookshelf, chairs

go under the table. Play a game of

nonsense and put things in the wrong

place. See if the child can tell you what

is wrong.

• Provide various colored shapes and ask

the child if he/she can use the shapes to

make a house, a boat, a tree, etc.

• Play “I Spy.” For example, tell the child

“I spy with my eye something shaped

like a circle.” The child looks around his/

her environment and names every circle-

shaped object such as a clock, plate, etc.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Mathematics (Numeracy)

Standard 4

Develop and use

measurement

concepts.

HEAD START

Child Development

and Early Learning

Framework:

• The

understanding

of attributes

and relative

properties of

objects as related

to size capacity,

and area.

Ù Demonstrate awareness

of measurements such as

length, volume, weight,

area, and time.

Ù Compare measurements

such as length, size, weight,

and age in a meaningful

way.

Ù Measure using standard and

non-standard units.

• Have the child follow a simple recipe to

make something such as play dough.

Have him/her measure ingredients,

mix them together, and talk about the

changes in the physical properties of the

ingredients when done.

• Provide opportunities for the child to

explore measuring with real measuring

tools such as cups and spoons, scales,

measuring tapes or rulers, and timers.

Allow him/her to measure sand, beans,

water, rice, blocks, etc.

• Maintain a height chart and measure

the child’s height at various times of the

year. Point out that he/she gets taller as

he/she gets older. Use a different color

for each child and compare who is the

tallest or shortest.

• Show the child that he/she can measure

with other things around him/her such

as his/her footstep or arm length.

• Use a timer as an audible signal that a

specied time has passed. Make sure to

tell the child the amount of time that is

counting down.

• Point out comparisons whenever

possible such as portion sizes at

mealtime (half a pizza slice); body size

comparisons at playtime (you’re smaller

than me so you can t in the hole);

comparing lengths of paper at art time.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Mathematics (Numeracy)

Cognitive Development

Mathematics (Numeracy)

Standard 5

Represent and

interpret data.

Ù Gather information about

self and surroundings.

Ù Contribute data for simple

graphs.

Ù Look at organization of data

on a graph he/she helped

create and discuss what was

observed.

• Prepare a large generic graph form

on tag board or foam board. Create

4-5 blank columns with a line next to

each column to write descriptions or

values. Cover the board with clear

contact paper or plastic sheeting. Input

collected information to produce a

nished visual for comparison.

• Have the child collect information

from others such as “favorite ice

cream avors.” Have the child create

a visual for each different data piece

collected, such as a white ice cream

cone for vanilla, pink ice cream cone for

strawberry, and brown ice cream cone

for chocolate.

• Using the ice cream poll above, the

children place all the same selections in

a separate row or column on the graph,

and when done can compare the results

to see which was the most liked avor

and which was the least liked avor.

• Use the graph to show the concept

of “more” or “less” by choosing

something that each child has, such

as number of buttons on their clothes.

Write each child’s name next to a

column or row and have that child draw

circles in the row or column to represent

the number of buttons he/she has.

When done, have children talk about

the graph and who has the most/least

amount of buttons.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Standard 6

Increase sensory

awareness.

HEAD START

Child Development

and Early Learning

Framework:

• The skills

to observe

and collect

information

and use it to

ask questions,

predict, explain,

and draw

conclusions.

Ù Explore and experiment

using various sensory media

in play.

Ù Use different senses to

explore.

• Place a large, shallow plastic tub on

an existing table, hard-surface oor

or outside on the ground to create a

sensory bin. You can vary the sensory

“lling” with sand, water, oatmeal,

beans, rice, packing peanuts, or yarn

pieces. You can also vary the toys or

objects that the child can use to explore

the lling.

• Use sand dough for sand castles or for

forts or just tracing letters in the sand.

• Combine the exploration of multiple

senses by making scented play dough,

stepping on packing bubble sheets,

tasting frozen popsicles, shining a

ashlight toward a sound made in a

darkened room.

• Create a sticky collage by leaving out a

length of clear contact paper, sticky side

out, on a table or on a wall. Encourage

the child to nd items to stick on to the

collage. If the paper is on the wall, the

child can see what can stick and what

falls off.

• “Disguise” a food by presenting it in a

different form to the child. For example,

peel and freeze a banana and cover it

with peanut butter and granola so it

doesn’t look like a banana. Can the child

use his/her senses to tell you what it is?

• Have the child take a “taste test” or

a “sniff test” by tasting or smelling

something without seeing it, and

guessing what it is.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Cognitive Development

Science

Standard 7

Engage in scientic

inquiry.

Ù Show curiosity and ask

questions in play when

exploring objects and

materials.

Ù Ask scientic questions.

Ù Use observations in making

predictions and formulating

theories about how things

work.

Ù Use tools including

equipment like magnifying

glasses, binoculars,

scales, and toys to solve

problems and explore the

environment.

Ù Be able to draw, write,

explain, build, role play, or

construct what happened or

what was learned.

• Encourage and model exploration of

cause and effect by posing play-by-play

questions about what is happening: “If I

let go of this ball when it’s up here, what

will happen? If I let it go down here,

what will happen?”

• When the child predicts a result,

encourage him/her to perform the

action to see if his/her prediction is

correct. If it is not, why not? Assist in

posing other questions to help him/her

understand.

• Model questions about cause-and-effect

events. Pose them according to effect.

For example, “What do you think will

happen if...?” “There is water on the

oor. What do you think happened?”

• Show videos about other children asking

scientic questions and see if the child

can answer any of the questions.

• Create your own “Discovery Box.” Place

a tool in it and have the child open

the lid and discover what it is. If it is

something the child may not have seen

before, encourage him/her to answer

questions such as, “What can you do

with it? Where do you use it?”

• Place an object in the Discovery Box

that is familiar to the child such as

a lid to a container. Suggest some

nonsensical uses for the item, such as

“Oh, yes, this is a Frisbee, or a hat, or

a plate” (everything that it is not). The

child will correct you by telling you what

it really is, but learns to think of other

possibilities in the process.

• Observe the child in play, or when he/

she is creating something. Ask him/her,

“Can you tell me how you did that?”

Assist the child in talking about what he/

she did.

• Have the child tell you how to make a

peanut butter sandwich. Be very careful

to follow every direction literally, even

though it is out of sequence or missing

something or doesn’t make sense.

For example, if he/she tells you to put

peanut butter on the bread, put the jar

of peanut butter on the bread.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Standard 8

Explore physical

properties of the

world.

HEAD START

Child Development

and Early Learning

Framework:

• The acquisition

of concepts and

facts related

to the natural

and physical

world and the

understanding

of naturally-

occurring

relationships.

Ù Describe, compare, and

sort objects based on how

they look, feel, smell,

sound, taste.

Ù Explore and begin to

identify changes that occur

in natural and man-made

materials over time.

Ù Experiment with the effect

actions on the objects.

• Take the child on a scavenger hunt to nd

something that matches every color in his/

her crayon box.

• Take a nature walk every week, if possible.

Look for plants that are about to change

from bud to ower or ower to fruit. Take

pictures and compare the pictures with

how the plant currently looks.

• Have the child draw a picture with water-

based markers. Tape the picture outside

where it is exposed to sun, wind, and rain.

Take a “before” picture and compare it

to a “1 week after” picture. Does it look

different? What caused the changes?

• Using the generic chart (see Standard 5),

place a symbol for each of the ve senses

in each of ve columns (For example,

picture of eyes for “see,” picture of nose

for “smell”). Provide a variety of objects

for the child to explore and ask him/her

to place each object in the column that

matches his/her favorite sense he/she

used for that object. For example, he/she

can place a plumeria ower in the “smell”

column because he/she likes how it smells.

• Offer a variety of manipulative materials for

the child to experiment with. Observe how

he/she interacts with them. Suggest other

things to do with the materials and see if

the child follows your lead. For example,

“See if it’s easier to pull the wagon when

it’s not full. How many blocks can you stack

before they fall?”

• Model scientic commenting or

questioning for the child. For example,

“These rocks have sparkles and these

rocks don’t. This leaf is smooth, shiny and

smells like a lemon and this one is rough

and has lines. What happened to the

puddle that was here the other day? Why

are these coconut leaves brown?”

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Cognitive Development

Science

Standard 9

Explore

characteristics of

living things.

Ù Explore natural things found

in the environment.

Ù Identify similarities,

differences, and categories

of plants and animals,

as well as appearances,

behaviors, and habitats.

Ù Ask questions about growth

and change in plants and

animals.

• Give the child a real or homemade

magnifying glass. Tell him/her that he/she

will look more closely at things that he/she

nds on his/her nature walk. If he/she needs

help nding things, play “scavenger hunt”

and suggest things close by that he/she can

nd and explore with his/her magnifying

glass such as bugs, caterpillars, butteries,

geckos, toads/tadpoles in puddles, sleeping

grass, tangantangan in pods, coconut seeds

sprouting, roots, and owers in fruit trees.

• At gross motor time, have the child stretch

or move his/her body like a specic animal.

There are many songs that children can follow

along with for this type of activity.

• Starting with what the child knows (his/her

own body), compare his/her body traits to

those of animals. Does he/she have a tail like

a monkey? Can he/she climb like a monkey?

Can he/she eat a banana like a monkey?

Point out how the child is the same and also

different from other animals and plants.

• Eric Carle’s book “The Very Hungry

Caterpillar” shows the life cycle of a buttery.

Celebrate the metamorphosis, or change,

of the caterpillar by making a coffee lter

buttery- cinch the middle of a round lter

with a pipe cleaner to make buttery “wings”

and have the child color them with markers. If

the paper buttery is thrown in the air, can the

child catch the buttery?

• Have the child eat dry cereal from a saucer

without using his/her hands. Have him/her try

to lap up water or milk from a shallow bowl

without using his/her hands. What part of his/

her body was important in order to eat this

way? How did it feel?

• Place some soil in an empty egg shell (3/4

intact), and plant grass seeds in the soil. Have

the child draw a face on the egg, and use a

dropper to drop some water on to the egg

pet’s “head.” Take a series of pictures to

document the growth of the egg pet’s grass

“hair.” Have the child give his/her egg pet a

“haircut” using scissors. Print out the pictures

and have the child place them in correct

sequence and recount what he/she did.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Standard 10

Learn about the

earth and sky.

Ù Investigate the properties of

rocks, dirt, sand, shells, and

water.

Ù Talk about and/or

draw observations of

the characteristics and

movement of shadows and

the sun, moon, stars, and

clouds.

Ù Observe and discuss

changes in the environment

including weather.

Ù Describe environmental

changes.

• Place glow-in-the-dark stickers on walls

and ceiling, and alternately turn the light

on and off. Compare the light to the sun

and the stickers to the stars/moon and

how visibility is affected.

• Share the book “It Looked Like Spilt

Milk” by Charles G. Shaw. Have the

child make his/her own cloud blots

by folding a sheet of blue paper to

crease it, opening it up and dripping a

minimal amount of white paint on the

paper, closing it up, patting it lightly,

and opening it up again to see the

resulting blot. What does he/she think

his/her blot looks like? This activity can

set the stage for actually observing

clouds in the sky (using appropriate eye

protection).

• Shadow play can be done outdoors in

the sun or inside using a bright lamp

with supervision. What images can the

child make with his/her hands or body?

• If possible, help the child plant papaya

seeds in the ground using appropriate

tools: garden gloves, rake, shovel,

watering can. Have him/her build a

simple rock wall to protect his/her seeds

as they grow.

• A sensory bin with sand, shells, shovels,

buckets, and rakes can be made more

interesting with the addition of water.

• An everyday routine can be checking the

weather. How does the weather affect

the child? He/She can talk about what

to wear, whether to use an umbrella,

whether he/she can go out to play, or

what he/she can play with.

• Have the child act out what major

weather disturbances might feel in

order to distinguish between them. For

example, an imitation typhoon could

be prolonged wind from fanning a large

piece of cardboard, an earthquake

can and be the physical shaking of

table legs, an imitation tsunami can be

demonstrated in a sensory table

with water.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Science

Cognitive Development

Science

Standard 11

Have a variety

of educational

experiences that

involve technology.

Ù Pretend to use everyday

technology in play.

Ù Use real technology with

guidance.

• While there are toy versions of everyday

technology available, actual items like

discarded phones (rotary dial ones are

great for ne motor practice) can be

used in pretend play. Another option

is to create a model of the item using

cardboard boxes and drawing materials.

• As the child matures, he/she will learn

to make one object represent another

such as using a block as a cell phone or

a plastic plate as a steering wheel for a

car. Encourage this abstract thinking

by modeling possible suggestions for

the child.

• Find out what type of technology the

child has been exposed to and is very

good at using. Brainstorm ways for the

child to demonstrate his/her skill in ways

that might help others or help expand

his/her own learning. For example, can

he/she play a game with a peer and

show turn-taking skills? Can he/she help

a nonverbal child make a choice?

• Allow the child to access technology as

much as possible. Provide instruction

on how to use the technology, and

supervise as necessary when the child

is using it. Establish rules on how to use

the technology to include choices, time

limitations, and taking turns.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Standard 12

Learn about self and

others.

Ù Tell what is the same and

different among people,

such as height, hair color,

eye color, skin color,

language, etc.

Ù Use dramatic play to

understand different roles.

Ù Use art to express different

characteristics of self and

others. Discuss how families

are the same or different

from their classmates (I have

two dads; I don’t have a dad

but I have a papa).

• Provide a dress-up area that contains

various male and female adult costumes

and appropriate props for pretend play.

Dolls can be babies. Encourage the

child to take on a pretend role or to

assign a pretend role to someone else.

(“I want to be the mommy. You can be

the daddy.”)

• Have the child go through pictures in

magazines and cut out members of his/

her family. Have the child glue each

picture to a craft stick to make a puppet

stick. Label each puppet stick. Have

him/her compare his/her family puppets

with a friend’s puppets. Encourage

puppet play using dialogue appropriate

for each family member and taking turns

in talking.

• Put all the puppet sticks together and

have the child separate (categorize)

them according to all the mommies, all

the daddies, all the grandmas, etc. Talk

about the different names we have for

each family member, such as mama,

mom, mommy; papa, pop, daddy; nene,

boboy, baby.

• Show pictures of all different kinds of

people. Allow enough time between

slides for the children to talk about

the picture. Ask the children questions

regarding the pictures. “What color is

his/her skin? Is he/she taller than you?”

Provide information to the child such

as, ‘She’s Japanese and she is wearing a

kimono.”

• Ask the child who he/she sees when he/

she leaves his/her home and goes to

places with his/her family. Talk about

relatives, neighbors, friends, community

helpers, and people of other ethnicities.

Talk about the events that they attend

when they leave home like going to the

store, to the doctor, to church, to the

park, to the mall, etc.

HEAD START

Child Development

and Early Learning

Framework:

• The

understanding of

one’s relationship

to the family

and community,

roles in the family

and community,

and respect for

diversity.

• The

understanding of

the relationship

between

people and the

environment in

which they live.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Cognitive Development

Social Studies

Standard 13

Know and accept

their own culture

and others.

Ù Discuss family practices and

traditions related to culture.

Ù Share stories from different

cultures.

Ù Tell how different practices

identify with a family’s

culture.

• Obtain information regarding cultural

family practices and traditions through

parent interviews or surveys. Ask

parents if it is okay to observe specic

cultural practices with their child such

as showing respect to elders through

“manginge” - bringing an elder’s hand

to a younger person’s nose or forehead;

or referring to one’s grandma as “Nana”

(in Chamorro culture), “Oba-chan” (in

Japanese culture), or “Lola” (in Filipino

culture).

• Invite guest storytellers to tell stories

from their own culture, such as the

story of Sirena from Guam. Ask

guests to explain terms that may not

be understood. Have guests ask the

children if they have any questions

about the story.

• Feature a specic ethnicity for a day or

a week and include culturally diverse

activities such as making kelaguen (spicy

chopped chicken) for Guam, lumpia

(spring rolls) for Philippines, fafa (soft

sweet taro) for Kosrae.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Standard 14

Know how things,

people, and places

change over time.

Ù Explain the growth process,

how they are similar or

different.

Ù Talk about events that

happened or will happen-

yesterday, today, and

tomorrow.

Ù Discuss how past events

might affect future activities.

• Help the child to think about the

growing-up process by asking questions

such as “How did you drink milk when

you were a baby?”(I used to drink from

my mommy’s susu [breast] or from a

bottle.) “Why don’t your shoes t you

anymore?”(My feet got bigger.)

• Have the child nish the sentence

“When I grow up, I _____.” Have him/

her draw a picture to go with his/her

statement.

• A “Yesterday, Today, Tomorrow” chart

can be helpful in visually reminding the

child what happened already, and what

will happen today and in the future.

Create three rectangles side by side,

labeling the left one “Yesterday,” the

middle one “Today,” and the right one

“Tomorrow.” Write, show a picture, and

tell the child what he/she will be doing

today and tomorrow. For example,

“Yesterday we went walking. Today we

are having a birthday party at snack

time. Tomorrow will be water play day.”

• As a daily routine, have the children see

that the “today” schedule gets shifted

over to the “yesterday” box and the

“tomorrow” schedule shifts over to the

“today” box. CAUTION: If there is a

change in the “today” or “tomorrow”

schedule, inform the children that it

is going to be different and explain

why. Children feel secure in routines

and some children may have difculty

changing routines suddenly.

• As events happen (“There’s no water

today.”), provide the child with a

consequence (“We can’t use the

bathroom.”) and how it may affect future

events (“If it doesn’t get turned on, you

might have to go home early.”)

• Discuss events that happened. (“The

typhoon blew down a lot of trees in

the yard.”) Ask the child how the event

might affect his/her regular schedule.

(“We can’t play outside yet.”)

HEAD START

Child Development

and Early Learning

Framework:

• The

understanding

that events

happened in the

past and how

these events

relate to one’s

self, family, and

community.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Cognitive Development

Social Studies

Standard 15

Find out why

people need things

(goods) and how

they depend on

each other for help

(services).

Ù Identify jobs at school and

home.

Ù Talk about things that

everyone needs.

Ù Show awareness that

people’s jobs are important

for our needs.

Ù Talk about ways that people

get the things they need.

Ù Demonstrate awareness of

money and how it is used.

• Establish a job chart to show children

how taking care of their environment is

a shared responsibility. For non-readers,

use pictures of the child along with his/

her name, to show which job he/she is

responsible for. Rotate the jobs daily or

weekly, and allow for a designation of

“day off” to mimic adult jobs.

• Maintain a variety of costumes in a

“dress up” area that will allow children

to pretend to be different community

helpers. This type of dramatic play will

help children to develop an awareness

of the importance of specic jobs.

• Create a “Help Me” box. Assist children

in writing or drawing common or unique

problems on index cards. Create some

cards that show problems that adults

might encounter, such as “I have a

at tire!” On a regular basis, have the

children pull a card from the box and

discuss how to x the problem. Guide

the conversation by asking who can

help, how they can help (service), what

is needed (goods) and how do they get

them?

• Provide children paper strips recycled

from scrap paper. Provide writing

materials and have children create their

own paper money to use in dramatic

play. Assist the children to write

numbers on the paper strips to show

denominations. Remind them that it is

play money. Where do they think real

money comes from?

• Have children pretend that they are

part of a fast-food restaurant. Allow

them to choose or assign roles. Have

“customers” pay for their order with

play money. How can customers show

that they liked the service?

• Talk to the children about the difference

between what they need versus what

they want. Use examples in their

environment such as drinking water is a

need and soda is a want.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Standard 16

Understand what

people need to

do to work and

live together in a

community.

Ù Demonstrate awareness that

everyone deserves to learn,

be safe, respected, and

listened to.

Ù Participate in creating/

following rules to ensure

that everyone is safe,

respected, and listened to.

Ù Identify the role of authority

(leaders) and what leaders

do.

Ù Participate in group

decision making.

• Post and discuss with the children the

golden rule: treat others the way you

want to be treated.

• Guide the children to talk about rules

that are important to them and have

them agree that everyone will follow

the rules. Rules might include waiting

for a turn, helping others, and telling a

trusted adult when someone is hurt or

treated inappropriately.

• Conrm your role as a trusted adult

by being available, understanding,

nurturing, and trustworthy to the child.

Do what you say you will do.

• Create opportunities for cooperation.

For example, ask two children to do a

task together such as carrying in the tub

of toys from outdoors.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Cognitive Development

Social Studies

Standard 17

Develop awareness

of where they live

and location of

places or things.

Ù Tell the distance of objects

and how they are related to

one another.

Ù Describe and/or draw

different things in the

environment.

Ù Use blocks, clay, or other

materials to make things

(models) in the environment.

Ù Create a simple map of the

home, classroom, school, or

neighborhood.

• Place toy houses or representations of

buildings or objects (such as blocks,

triangles, etc.) on a piece of paper. Have

child draw around the objects, then

draw streets or pathways to connect the

objects. Remove the objects and you

are left with a very simple map. Help the

child label each location.

• Show the child an actual map. There are

several that can be found in the Guam

phone directories. Help the child nd

his/her village and street, if possible.

• Show the child a globe, or create one

on a beach ball or other type of ball.

Indicate general locations of continents

and land masses to show an overall

perspective of how far the United States

is from Guam; how close Saipan is to

Guam, etc.

• Use a computer program such as

Google Earth to show the child different

views and perspectives of land masses

and locations.

• Ask the child how color is used in actual

maps. What are the blue areas on the

map? Green areas?

• Provide materials such as clay, wooden

blocks, and Legos for children to create

models of buildings that they have seen

or been in. Grass, leaves, rocks, and dirt

can be used to provide realism to the

models.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Standard 18

Develop awareness

of the natural

environment and

how it can be

protected.

Ù Demonstrate respect for the

place we live in.

Ù Talk about how people can

take care of or harm the

environment.

• Introduce the child to the universal

recycle sign by having him/her recreate

it and explaining its design. Take three

narrow strips of paper and fold the top

third of each of them at about a 60

degree angle. Arrange the strips so that

they form a triangle in the center. Add a

triangular arrow point to the end of each

strip to indicate direction. Have the child

follow the strips with his/her nger in the

direction that the arrows are pointing,

and show that the child is going in a

repeated cycle.

• Now that the child knows what the

recycled sign looks like, play scavenger

hunt and have him/her look for the

recycled sign everywhere in his/her

environment.

• Be a “litterbug” and litter the child’s

environment with “trash”. Designate a

sorting bin for aluminum, plastic, and

paper. Ask the children to clean up

by recycling their trash and placing it

into the correct recycle bins. As they

recycle, have them sing the “We’re Not

Litterbugs” song (to the tune of Skip to

My Lou): “We’re not litterbugs, no sir-ee,

we’re not litterbugs, no sir-ee, we’re

not litterbugs, no sir-ee, we pick up our

trash, you see.”

• Lead a discussion of the consequences

of littering. Show pictures if available.

For example, don’t throw plastic soda

can rings into the ocean because a sea

creature might get tangled in it; don’t

throw trash on the side of the road

because boonie dogs can come

around and tear open the bags and

make a mess.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Cognitive Development

Social Studies

Communication,

Language Development,

& Literacy

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development,

& Literacy

Children need to interact and grow in an environment that is rich in language and that

allows them to enhance their communication skills. It is important for children to learn

language and practice communication skills so they can express themselves in different

ways and in various settings. Children increase their language and communication skills

by engaging in meaningful experiences where they can express their ideas, feelings,

and thoughts effectively. They should be allowed to communicate both verbally and

nonverbally.

Teachers, providers, and caregivers should respect and incorporate the rich diversity

of children who may come from different cultural backgrounds and who may speak

languages other than English, while ensuring they get a good foundation of the English

language. This is important so children can communicate effectively with others in their

community and most especially their preschool setting.

Children should be provided a foundation rich in literacy to ensure they are prepared

for Kindergarten. Preschool settings should utilize the abundance of materials,

activities, and resources available for nourishing literacy in young children.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Standard 1

Use language in a

variety of ways.

Ù Tell a story or relate an

experience.

Ù Talk about thoughts,

feelings, and opinions.

Ù Ask questions.

Ù Communicate in a clear and

understandable manner.

• Have child provide a picture of himself/herself

and his/her family participating in an activity,

and allow him/her to talk about it. Model for

his/her peers how to ask questions regarding

his/her experience. For example, “When did

he/she go to the party? Where did he/she

go last weekend? Who went to the movies

with him/her? What movie did he/she watch?”

Alternatively, the child can describe his/her

experiences using photos in magazines.

• Create feelings cards to help the child express

his/her emotions. Use pictures or illustrations

and label each card with the appropriate

emotion being displayed. (Make two sets

of the cards to encourage matching.) Have

the child select a card that best shows how

he/she is feeling; have the child state his/her

feeling, and why he/she feels that way. For

example, “I’m mad because my mom didn’t

want me to bring my iPad!”

• Puppet play: Have the children use puppets

to stage a question and answer session. Let

the puppets ask and answer questions. The

children may be more comfortable talking

through a puppet so that they don’t feel

pressured or singled out to respond.

• Read a story about emotions such as “How

are you Peeling?” by Joost Elffers and Saxton

Freymann, and encourage children to describe

the feelings artfully shown in the book.

• For show and tell time, prompt audience

participants by asking, “Can you ask a question

about it, using a question word like why,

how, where, when, or who?” Encourage

conversational turn-taking, as in the following

example:

- Child in audience (raising his/her hand):

“I have a question.”

- Child with object: “What’s your

question?”

- Child in audience: “Who gave that to

you?

• Provide a “sound check” by repeating what

the child says. “You said you want more

juice. Is that what you said?” You can also

ask another child to repeat what another

child says. Prompt the child to include more

information by telling him/her, “ Show me

what you mean or tell me more about it.”

HEAD START

Child Development

and Early Learning

Framework:

• The ability to

comprehend

or understand

language.

• The ability to use

language.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Standard 2

Listen and

understand different

ways people speak

and communicate.

Ù Tell what happened in a

story that was told or read

aloud.

Ù Show that they are actively

listening (nod head, say

“okay” use eye contact,

smiles).

Ù Explain things that

happened in the past.

Ù Use gestures/movements

and facial expressions.

Ù Follow simple directions.

Ù Share information and ideas

using words and actions.

• Re-tell a story and purposely mix up

events or make errors and have the

children “catch you” making a mistake.

Ask them to tell you how it really

happened.

• Sing an attendance song to the tune of

“Where is Thumbkin?” The child needs

to listen to his/her name and take turns

on cue:

Adult: Where is ____, where is ____ ?

Child (raising his/her hand): Here I am!

Here I am!

Adult: (shaking hands with child) How

are you today?

Child: Very well, thank you.

Adult: Have a good day! Have a

good day!

• At the end of each day, sing a song

about “What did we do today?” and

help child recall things he/she did. Allow

for recall time and use minimal visual

prompts. Ensure that parents are made

aware of the last activity of the day via

calendars or schedules, so that they

can talk about it and help support their

child’s learning.

• Basic sign language can be used

with children, and many signs are

understandable. Signing includes the

use of appropriate facial expressions

which enhance the message that is

being conveyed. Incorporate signs as

often as possible and on a consistent

basis.

• Play “Simon Says” and provide one-

step directions. The child must perform

the direction only if it was preceded by

“Simon Says.”

• Provide a series of one-step directions

that must be followed concisely in order

to achieve a goal, such as a simple

recipe.

• After creating something, such as a

block tower, remove the creation and

ask the child how he/she did it. It’s easy

to recreate it physically but harder to

explain without the materials on hand.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Communication,

Language Development, & Literacy

Standard 3

Gradually produces

more vocabulary and

correct sentence

structure.

Ù Use a variety of nouns,

verbs, and descriptive

phrases in meaningful

contexts.

Ù Use a variety of sentence

structures, from simple

to more complex, in

meaningful ways.

• Challenge the child to tell you 1, 2, or 3

more things about an item. Assist by asking

leading questions like “What color is it?” or

“What size is it?”

• Provide verbal practice by singing to the

tune of “Peter Hammers”: “Jesse has a red

shirt, red shirt, red shirt. Jesse has a red

shirt. Yes he does!”

• Play a game of “sabotage.” If you know

what the child wants, purposely give him/

her or something that he/she doesn’t

want. This forces the child to provide more

information regarding his/her request.

Before the child becomes frustrated, model

the request or statement for him/her using

more complex sentence structure “I want

the big red re truck.”

• Play a game of “What did baby say?” Have

one child pretend to be the baby. Challenge

the other child to tell you what the baby

said. The baby uses simple 1 to 2 word

“baby-talk.” The adult tries to interpret what

the baby is saying but gets it wrong. Can

the interpreting child “translate” it correctly

and turn it into a more complex sentence

that gives more information? For example,

the baby says “up” and the adult incorrectly

looks up at the ceiling. The interpreting

child tells the adult, “She/He wants you to

carry him/her.”

• Other examples:

Simple More Complex

Off the light. Turn off the light.

Up! Can you pick me up?

Come! Come and play with me.

Eat, eat! I want to eat.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Standard 4

Recognize and use

symbols.

Ù Use toys as symbols in play.

Ù Identify picture symbols in

the environment.

Ù Identify symbols in the

environment.

• Provide a surprise box which the child

opens as everyone says, “Surprise!”

Each day, place in the box a simple

object that the child can name, such as a

paper plate. Ask “What is it?” Before the

child can answer, make up a name for

the object such as, “Oh it’s a Frisbee!”

and ing it in the air. “Or maybe it’s a

hat!” and put it on your head. Most

children will shake their head “no” and

tell you what it really is. After several

days of doing this, choose a child to

“guess” what the object is by offering

other uses or names for it instead of the

correct name.

• Label learning areas (such as cubbies,

bins, shelves, etc.) with pictures of what

belongs there, and the written name of

the intended contents. At clean-up time,

give the child an object and ask him/her,

“Where does it go?” Encourage him/her

to tell you where it goes.

• Act out scenarios and provide various

picture symbols from which to

choose. Ask the child which symbol is

appropriate. For example, “I need to

use the bathroom. Which sign should

I look for?” (show pictures of restroom

doors with male/female symbols) or “I

need to buy soap. Where do I go to buy

it?” (show pictures of a grocery store

and a shoe store).

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Communication,

Language Development, & Literacy

Standard 5

Enjoy and

understand books.

Ù Demonstrate interest in

books and stories read

aloud.

Ù Choose to look at

books and pretend to

read a book.

Ù Participate in book reading.

Ù Respond and make

connections to story events

and characters by relating

personal feelings and

experiences.

Ù Show awareness and

appreciation of the different

parts of literature (plot,

story, character, language).

• Schedule time everyday to read with the

children. Make book reading comfortable,

fun, exciting, and relaxing.

• Provide a variety of books that will interest

the child such as colorful books and books

with sounds, lift-the-ap books, repetitive

books, scented books, textured books, etc.

• At the reading center, offer the child the

choice of reading a book to someone (a

friend) or something (a doll).

• Encourage the child to make connections

with the story read to him/her by asking

pertinent questions. For example, “Do you

have a dog? Does it look like Clifford?”

• Provide pauses at strategic points of a

story to allow the child to “ll in” with the

appropriate phrase or gesture.

• Re-enact a story that requires a predictable

response, such as “Brown Bear, Brown Bear,

What Do You See?” by Bill Martin Jr. and

Eric Carle.

• Make it your story - have the child use the

words “my” or “I” to personalize a story

patterned after a story just read to him/

her. For example, Brown Bear, Brown Bear,

What Do You See? can be changed into,

“Mommy, mommy, what do I see?”

• When reading to the child, be expressive

and use intonation. Point to pictures,

describe events, ask questions, give

examples, and make comments and

connections to life experiences.

• Act out the book. Talk about the main

characters; dress up and act out the parts,

using similar language from the book.

• If there is a movie available of the book,

have the child watch it and compare it to

the book.

HEAD START

Child Development

and Early Learning

Framework:

• The interest in

books and their

characteristics,

and the ability

to understand

and get meaning

from stories and

information from

books and other

texts.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Standard 6

Show interest in

writing.

Ù Draw, scribble, and pretend

to write.

Ù Ask how to write a word or a

letter.

Ù Ask adult to write what he/

she says.

• Make a light box: Put a long strand

of clear miniature lights into a large,

see-through plastic storage container.

Turn it over and plug in the lights. Tape

a template sheet containing letters,

words, or drawings on the top of the

container, and place a blank sheet of

paper over the template. The light will

allow the child to trace what is on the

template.

• Recycle the blank side of discarded

printing paper into smaller sheets and

bind the sheets into memo pads with

binder clips. Attach a pencil or pen to

the binder clip with string. Place these

memo pads in different locations to

encourage writing. The child can:

- “Sign in” to a desired activity center

- Take an order or prescribe medicine

in pretend play

- Write notes to a friend, mom or

dad, or himself

- Copy something he has seen or

done for future reference

• In the art center, encourage the child to

talk about what he/she has created and

write down his/her comments for him/

her to see. Provide an area to put his/her

name to show ownership.

• Use a variety of sensory materials for the

child to practice his/her writing: nger

paint, shaving cream, play dough, sand,

rice, pudding. Use a highlighter to write

out the child’s name and encourage

him/her to trace the letters using a

pencil or pen.

• Whole body strokes: Have the child

write in the air holding a writing

implement. Talk about the strokes that

he/she is making as he/she writes out

giant letters. (“Up, down, round and

round.”)

• Place two tablespoons of chocolate

pudding in a zip-lock sandwich bag.

Smooth it out and have child trace a

letter with his/her nger on the plastic.

Smooth pudding out to erase and

start again.

HEAD START

Child Development

and Early Learning

Framework:

• The familiarity

with writing

implements,

conventions, and

emerging skills

to communicate

through written

representations,

symbols, and

letters.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Communication,

Language Development, & Literacy

Standard 7

Understand that

print has meaning.

Ù Begin to demonstrate

an understanding of the

concept of a letter, a word,

and a sentence.

Ù Use symbols, scribbles, and

letter-like forms to express

ideas or words.

• Keep a set of magnetic letters on the

refrigerator. Display a target letter and

give the child a set of old magazines

or newspapers to hunt through, and a

magnifying glass if possible, to add to the

“Sherlock Holmes” experience. As the

child nds his/her letter, he/she should

highlight it.

• When the child is able to nd single

letters, put two letters together to form a

simple word like “it” or “no”; then three

letter words like “yes”, and have the child

nd them. Finally, put two to three words

together to form a sentence. (You might

have to create word magnets at this point.)

• Read labels from food packages for the

child. Have him/her guess what certain

words are, based on the pictures, symbols,

and clues on the labels.

• Sing Barney’s “Apples and Bananas” song

that playfully focuses on changing vowel

sounds:

- I like to eat, eat, eat, apples and

bananas (x2)

- I like to ate, ate, ate, ayples and

banaynays (x2)

- I like to eat, eat, eat, eeples and

beeneenees (x2)

- I like to ight, ight, ight, ighples and

bighnighnighs (x2)

- I like to oat, oat, oat, oaples and

bononos (x2)

- I like to oot, oot, oot, ooples and

boonoonoos (x2)

• Provide lined paper and writing implements

for the child to write and write whatever he/

she wants. Ask him what he/she has written

and document it on the back of his/her

paper, to remind you of his/her comments.

Encourage and accept all his/her writing

efforts. Remember, practice makes perfect.

HEAD START

Child Development

and Early Learning

Framework:

• An awareness

that language

can be broken

into words,

syllables, and

smaller pieces of

sound.

• The names

and sounds

associated with

letters.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Standard 8

Acquire emergent

literacy skills (pre-

reading and pre-

writing skills) while

exploring print

in books and the

environment.

Ù Begin to read familiar,

meaningful print in the

environment such as labels

and personal names.

Ù Pretend to read familiar

books.

Ù Begin to hear and

discriminate rhyming

sounds, beginning

consonant sounds, and

syllables.

Ù Match some letters with

their sounds.

Ù Hold a book correctly (turn

pages from right to left, and

reads from front to back,

top to bottom, left to right).

• Label as many things as possible in

the child’s environment such as safety

signs (stop, caution, exit), girls and boys

bathroom signs, personal belongings, and

names of objects (microwave, refrigerator).

Read labels for the child as often as

possible. Pretend that you “forgot” and

ask the child if he/she can name some of

them for you.

• Place or draw a small happy face sticker

right side up on the spine or front of

books. Demonstrate and inform the child

that if the face is happy, he/she is holding

the book the right way. If it is sad (upside

down), he/she is holding the book the

wrong way.

• Have child create his/her own book

using recycled paper, zip-lock bags,

old magazines, and newspapers or old

pictures. Help child bind the book and

have him/her dictate words from the

book. Place his/her books in the library for

everyone to see.

• Use a variety of songs, nger plays, and

nursery rhymes to expose children to

rhyming sounds and intonation. A sound

blending song can be created by adapting

the B-I-N-G-O song. For example, “There

was a boy whose name was Johnny and

this is how you say it - Juh ah nnn ee, Juh

ah nnn ee, Juh ah nnn ee, and Johnny’s

how you say it.” You might have to repeat

some syllables to match the beat.

• Model appropriate book handling skills

during story time. Place your nger on

words and follow along from left to right.

Practice turning pages one at a time.

Shared reading using multiple copies of

the same book allows the child to follow

along appropriately.

• Create bingo cards with letters of the

alphabet. Create “covers” for each letter

that match the letters on the card. The

bingo caller picks a letter (without showing

it to the child) and makes the letter’s

sound. The child must nd the letter

on his/her card that makes the caller’s

sound, and cover it with his/her matching

letter cover. When the child covers a

predetermined number of letters, have

him/her verify his/her work by making the

letter sound back to the caller.

HEAD START

Child Development

and Early Learning

Framework:

• The concepts

about print and

early decoding

(identifying

letter-sound

relationships).

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Communication,

Language Development, & Literacy

Creative

Development

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative

Development

Children should be given the opportunity to express their creativity through

a variety of ways such as art or expressive movement. Children’s appreciation

of the arts and creativity is essential to child development. The arts provide

children with another way to organize and express their ideas and feelings.

Music, movement, drama, and visual arts stimulate children to use words,

manipulate tools and media, and solve problems in ways that communicate

meaning and are pleasing (Rhode Island Early Learning Standards, 2003).

Children communicate in ways that are unique to them through the use

of words, sounds, colors, forms, and movement, which may reect their

learning styles. According to the Rhode Island Early Learning Standards,

in an environment that fosters the arts, children learn to appreciate the

contributions of other children and the works of others that reect different

experiences, cultures, and views.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative

Development

Creative Development

Visual Art

Standard 1

Create and express

themselves through

a variety of art

experiences.

Ù Explore and experiment

with a variety of materials.

Ù Begin to select different

art materials to express

thoughts and ideas.

Ù Use art materials to explore

and express moods and

feelings.

Ù Use art materials to explore

and expand topics being

learned.

• Stock your art center with a variety of

materials, including paint, chalk, crayons,

pencils, markers, scissors, clay, different

kinds of paper, glitter, glue, fabrics,

magazines, recycled items.

• Encourage the child to plan for his/her art

project. Ask questions such as “Why are you

making this?” “What materials do you need

for it?” “Who is it for?”

• Create an art gallery by using display panels

made of cardboard boxes, and artfully

display the children’s creations that were

produced based on a common theme.

Invite parents to take a walk through the

gallery with the children as guides. If

possible, go on a eld trip to a local gallery

so the children can understand the concept

of art displays.

• Show children that art can be created in

many different ways. A few examples are

marble painting (rolling marbles over paint

on a paper in a box); bubble art (blowing

through a straw into a cup of water, tempera

paint and dish washing liquid and making

a print from the overowing bubbles); or

a collage made from items collected on a

nature walk.

• Provide examples of art and explain how or

why they were created. This could include

paintings, storyboard carvings, sculptures,

oral arrangements, woven baskets, jewelry.

Encourage the children to comment on the

artwork.

• Create shared art. Place a long piece of

butcher paper on the wall or oor and invite

the children to create a nished piece of art

together. Allow several days for this activity.

• Suggest materials for the child to use to

express his/her emotions such as play

dough or clay to pound on when frustrated

or angry; bright colored nger paint for

happier moods. Background music can also

help set the mood.

HEAD START

Child Development

and Early Learning

Framework:

• The use of a

range of media

and materials to

create drawings,

pictures, or other

objects.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Visual Art

Standard 2

Begin to learn the

basics about art.

Ù Use art elements (line, form,

value, texture, design, and

pattern).

Ù Identify a variety of colors

and shapes.

Ù Talk about art work.

• Share the book “Harold’s Purple Crayon”

by Crockett Johnson. As the character in

the book creates his/her environment by

drawing with his/her purple crayon, have

the child follow along and create the same

drawings with his/her own purple crayon.

Talk to the child about the designs and

patterns he/she may choose to use in his/

her drawings.

• A natural progression in teaching colors

is to rst teach the basic or primary three

colors: red, blue, and yellow. Progress to the

blending of two primary colors to create the

secondary colors purple, green, and orange.

• Use a variety of activities to demonstrate the

magic of color change. Some examples are:

- Place shaving cream in a zip-lock bag,

Place several drops of one food color

on one side of the shaving cream, and

several drops of another food color on

the other side of the shaving cream.

Seal the bag and allow the child to

squeeze the mixture together, creating a

new color.

- Place drops of different color tempera

paint on a sheet of paper. Have the child

connect the drops using a paintbrush

and see what the resulting colors are.

• Encourage the child to describe objects in

his/her environment or in his/her artwork in

relation to colors and shapes. For example,

“I drew a triangle that is red like an apple.”

“The clock is shaped like a circle.”

“I painted lots of circles by going around

and around like a typhoon.” “This is blue

like the ocean.”

• Turn the ordinary into a piece of art

transforming the child’s white footprint on

black paper into a whimsical ghost with

just a few artistic ourishes. The child’s

ngerprints on paper can be converted to

bugs by drawing antennae and legs.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Music

Creative Development

Visual Art

Standard 3

Begin to learn the

basics about music.

Ù Participate in musical

experiences that may

include singing, games, and

using musical instruments.

Ù Independently sing songs or

make or listen to music.

Ù Show awareness of

musical elements such as

tempo, rhythm, pitch, and

dynamics.

• Show the child a video of people playing

a variety of different instruments and

name them for the child. Challenge the

child to nd or create things in his/her

environment that can produce similar

sounds. For example, place rice or beans

in an empty plastic drink bottle to make a

Mexican maracas; make a drum by using an

empty plastic container; bang two pot lids

together to create cymbals.

• Using his/her homemade instrument,

allow the child to participate on cue with

accompanying music.

• Create a pretend microphone for the

child to sing a solo portion of a favorite

song sung by the group. For example, as

a group, the rst two verses of “Happy

Birthday to You” are sung, the microphone

is then handed to a child to sing the next

verse “Happy Birthday, dear _____.”

• Use a song or nger play that the child is

familiar with, and purposely change the

speed that it is sung or recited. Sing it

slowly and gradually sing it faster and faster.

Use body motions that also start out slow

and end up being fast. Good songs to do

this include “Do Your Ears Hang Low?” and

“Head and Shoulders, Knees and Toes.”

• Play music that inspires the children to clap

to the beat. Find music from other cultures

to share. Model clapping to the music and

invite the children to join in. Clapping can

be done with the hands or other body parts.

HEAD START

Child Development

and Early Learning

Framework:

• The use of voice

and instruments

to create sounds.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Music

Standard 4

Create and express

themselves through

a variety of musical

experiences.

Ù Express emotions through

music using body motions

and props.

Ù Explore and play a variety

of rhythm instruments

including those in different

cultures.

• Provide a variety of culturally different

musical instruments for children to explore,

such as bamboo sticks, coconut shells, and

dried gourds. Also provide music in which

the instruments are used. Can the children

identify the instrument played in the music?

• Create ribbon streamers by recycling

newspapers. Using a pencil, tightly roll

several sheets of newspaper pages

diagonally to create a long “wand.”

Have the child tear additional sheets of

newspaper lengthwise to create long

“streamers.” Staple several streamers to the

top of a wand. Play background music and

encourage the child to twirl the streamers,

moving his/her wand up and down, round

and round, back and forth, zigzag, etc.,

according to his/her interpretation of the

music he/she hears. Vary the music from

soft, slow music to loud, fast music, etc., to

allow the child opportunities to move his/

her streamers in different ways.

• Provide a variety of props for the child to

use in other interpretive ways with music.

These could include scarves, ribbons, hats,

bells, etc.

• Read a familiar story to the children like

“Goldilocks and the Three Bears.” Have

children use instruments to create sound

effects for appropriate places in the story.

For example, a child can bang cymbals or

two pot lids together at the point in the

story when Goldilocks breaks Baby Bear’s

chair.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Creative Movement & Drama

Creative Development

Music

Standard 5

Begin to learn

the basics about

movement.

Ù Respond to music through

rhythmic body movements

(clapping, stomping, etc.)

Ù Participate in guided

movement activities such

as moving at different

positions with different

amounts of force and at

different speeds.

• Combine art and music appreciation by

creating music-inspired art. In this activity,

the child creates abstract art with a rhythmic

air resulting in swirls, bounces, and moves

around the paper. Play the child’s favorite

songs or introduce him/her to new ones as

he/she paints away.

• Read and act out the book “We’re Going on

a Bear Hunt” and match movements with

those in the story. Label the movements

as they are done: “squish, squish, squish”

as they stomp through the mud, etc. At

the end of the story, when the bear chases

the explorers, the actions are repeated in

reverse order and at a higher rate of speed.

• Help the children create their own version

of “We’re Going on a Bear Hunt.” For

example, use a local animal like a boar, and

local elements like sword grass and red

dirt. Label all the actions involved in the

hunt, like stomping, tiptoeing, squatting,

standing, stretching, reaching, etc. Vary the

movements from slow to fast, etc.

• Have children stand shoulder to shoulder

and create two lines facing each other,

leaving a large gap between the two

lines. Play music and model the activity by

dancing between the two lines from end to

end and remaining at the end of the line.

The children at the head of the line take

turns dancing while moving through the

dance line while everyone in line claps in

rhythm for them.

HEAD START

Child Development

and Early Learning

Framework:

• The use of the

body to move

to music and

express self.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Aesthetic Appreciation

Standard 6

Develop

appreciation for

natural and cultural

beauty.

Standard 7

Develop

appreciation

for visual and

performing arts.

Ù Demonstrate appreciation

for the beauty in

cultural artifacts and

communications.

Ù Look at and respond to

works of visual art.

Ù Listen and respond to

different kinds of music.

Ù Show an aesthetic

response to music through

movement/dance.

Ù Show a developing

appreciation for visual and

performing arts.

• Take a nature walk outdoors and collect

objects such as leaves, twigs, pebbles,

shells, petals, buttery wings, etc. Display

pictures or actual objects made of these

materials and talk about how the artists

began with similar objects and turned them

into a work of art for all to appreciate.

• Leaves, owers, or petals can easily be

converted into a crown using a simple

technique of creating a slit at the base of

the leaf, pushing through another leaf, and

repeating. This is a great introduction into

ber arts and basic stitching using natural

materials.

• Encourage the child to comment on

another person’s work of art. What does it

look like? How do you think it was made?

What do you like about it?

• Provide a variety of styles of music and

model ways to move with the music. For

example, marching to parade music,

tiptoeing to waltz music, following

movements stated in a song, etc.

• Ask the child for his/her opinion of the

music that you play. “Does he/she like it?

Why or why not?” Express your opinion of

music as a model for the child to express

his/her opinion. For example, “I like to listen

to this music at the end of the day because

it makes me feel calm and relaxed.”

• Provide props that the child can use for

performances. If possible, include objects

from other cultures such as costumes like

grass skirts, sarongs and kimonos; and other

objects like Japanese fans, bamboo sticks,

and masks. Allow the child to choose his/

her music and props and to express himself/

herself through movement/dance.

• Offer the child his/her choice of music and/

or dance at various times of the day. Don’t

discourage him/her if he/she wants to hear

the same thing over and over.

HEAD START

Child Development

and Early Learning

Framework:

• The portrayal

of events,

characters, or

stories through

acting and

using props and

language.

What the Child Learns What the Child May Do What You Can Do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Creative Development

Aesthetic Appreciation

Appendices

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Appendices

Alignment Document

References

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

The Alignment of Guam Early Learning Guidelines for Young Children Ages

Three to Five with Teaching Strategies Gold, Common Core State Standards,

and Guam D.O.E. Kindergarten Content Standards

This document was developed to show the alignment of objectives and standards of other documents

with the GELGs. It should be used as a reference tool to help provide a more global view of educational

comprehensive while working with young children. It contains the same domains and Content Standards from

the GELG, and aligns them with the Objectives, Dimensions, and Indicators from Teaching Strategies GOLD®;

Common Core State Standards; and Guam DOE Kindergarten (KG) Content Standards.

The following sample shows the two-column format use in the document:

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 4: Develop and use measurement

concepts.

22. Compares and measures

4. Compares and orders a small set of objects as

appropriate according to size, length, weight,

area, or volume; knows usual sequence of

basic daily events and a few ordinal numbers

6. Uses multiples of the same unit to measure;

uses numbers to compare; knows the purpose

of standard measuring tools

K.MD.1 - Describe measurable attributes of objects such as length or weight.

Describe several measurable attributes of a single object.

K.MD.2 - Directly compare two objects with a measurable attribute in common, to

see which object has “more of”/“less of” the attribute, and describe the

difference. For example, directly compare the heights of two children and

describe one child as taller/shorter.

K.MD.3 - Classify objects into given categories; count the numbers of objects in

each category and sort the categories by count. NOTE: Limit category

counts to be less than or equal to 10.

MATHEMATICS- MEASUREMENT

Standard 12: Understand measurable attributes of objects and the units,

systems, and processes of measurement.

K.12.1 - Identify, describe, compare, and classify objects by common attributes

(e.g., color, size, shape).

K.12.2 - Demonstrate an understanding of time (e.g., morning, afternoon, evening,

lunchtime, bedtime, today, yesterday, tomorrow, days of the week, year).

Column 1: Early Learning Guidelines Content Standards and Teaching Strategies GOLD® Objectives,

Dimensions and Indicators

The Content Standards, highlighted and numbered, correspond to the Content Standards as they appear in

the GELGs.

Teaching Strategies GOLD® is a research-based observational assessment system for children from birth

through kindergarten that may be implemented with any developmentally appropriate curriculum. It presents

38 objectives that are aligned with the Head Start Child Development and Early Learning Framework; Common

Core State Standards; and early learning standards for each state, including the Territory of Guam.

Caregivers, teachers, and administrators should be aware that Teaching Strategies GOLD® is not intended

to be used as a screening or diagnostic tool, an achievement test, or a program evaluation tool. Rather, the

information obtained from observational assessments should be used as part of a wide-ranging system of data

collection for curriculum planning and decision making purposes.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

Column 2: Common Core State Standards and Guam DOE KG Content Standards

The Common Core State Standards (CCSS) are intended to establish clear and consistent educational

goals designed to allow children nationwide to be successful in college and careers. The National Governors

Association Center for Best Practices and the Council of Chief State School Ofcers sponsored the

development of the CCSS. The CCSS are for school-aged children from kindergarten through twelfth grade.

There are no CCSS for preschool-aged children at this time. Kindergarten level CCSS correspond to the GELG

cognitive domain, and the communication, language development, and literacy domain. There are no CCSS

that address the other three domains contained in the GELG.

The Guam Department of Education (DOE) recently aligned its kindergarten content standards with the

CCSS. There are no DOE kindergarten content standards that correspond to the Self-Concept and Social

Emotional Development Domain of the GELG; however, there are content standards that correspond to the

other four GELG domains. Additionally, DOE kindergarten standards include World Languages. There are no

DOE content standards for preschool-aged children at this time.

Both CCSS and Guam DOE KG Content Standards are provided as a reference tool for caregivers, teachers,

and administrators to be able to plan for a continuum of learning and development rooted in developmentally,

culturally, and linguistically meaningful and appropriate learning foundations.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

1. Physical Development and Health & Safety

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

Standard 1: Develop health awareness and

skills.

1. Regulates own emotions and behaviors

1c. Takes care of own needs appropriately

6. Demonstrates condence in meeting

own needs

29. Demonstrates knowledge about self

HEALTH EDUCATION

Standard 1: Core Concepts

Comprehend concepts related to health promotion and disease prevention to

enhance health.

K.1.1 - Name healthy behaviors.

K.1.2 - Recognize the 3 dimensions (physical, mental/emotional, and social) of

health.

K.1.3 - Tell ways to prevent the spread of germs.

K.1.4 - State behaviors to prevent or reduce childhood injuries.

K.1.5 - Tell why it is important to be checked by a doctor or dentist.

Standard 2: Analyze Inuences

Analyze the inuence of family, peers, culture, media, technology, and other factors

on health behaviors.

K.2.1 - Recognize how the family inuences personal health practices.

K.2.2 - Recall what the school can do to support personal health practices.

K.2.3 - State how the media inuences behaviors.

Standard 2: Learn, acquire and follow basic

self-help and safety rules.

1. Regulates own emotions and behaviors

1b. Follows limits and expectations

6. Manages classroom rules, routines, and

transitions with occasional reminders

12. Remembers and connects experiences

12b. Makes connections

6. Draws on everyday experiences and

applies this knowledge to a similar

situation

30. Shows basic understanding of people and

how they live

Standard 3: Access Valid Information

Demonstrate the ability to access valid information, products, and services to

enhance health.

K.3.1 - Name a person who can help promote health and wellness.

K.3.2 - Name ways to locate a school helper for a health-related situation.

Standard 5: Decision Making

Demonstrate the ability to use decision making skills to enhance health.

K.5.1 - Identify health-related situations.

K.5.2 - Recognize when assistance is needed for health-related situations.

Standard 6: Goal Setting

Demonstrate the ability to use goal setting skills to enhance health.

K.6.1 - Recognize personal health goals.

K.6.2 - Name adults who can help achieve a personal health goal.

Standard 8: Health Advocacy

Demonstrate the ability to advocate for personal, family, and community health.

K.8.1 - Recite rules that promote personal health.

K.8.2 - Recognize positive choices.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

1. Physical Development and Health & Safety

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

Standard 3: Develop strength and

coordination of small muscles.

1. Regulates own emotions and behaviors

1b. Follows limits and expectations

6. Manages classroom rules, routines, and

transitions with occasional reminders

1a. Takes care of own needs appropriately

6. Demonstrates condence in meeting own

needs

7. Demonstrates ne-motor strength and

coordination

7a. Uses ngers and hands

6. Uses rened wrist and nger movements

7b. Uses writing and drawing tools

6. Holds drawing and writing tools by using

a three-point nger grip but may hold the

instrument too close to one end

PHYSICAL EDUCATION

Standard 1: Motor Skills and Movement Patterns

Demonstrate competency in motor skills and movement patterns needed to

perform a variety of physical activities.

K.1.1 - Perform basic (fundamental) loco-motor skills by demonstrating walk, run,

leap, jump, hop, gallop, slide, and skip in skill development practice/

activities.

K.1.2 - Perform basic non-loco-motor skills by demonstrating balance on stable and

unstable objects and/or demonstrating weight transfer/tumbling skills.

K.1.3 - Perform basic manipulative skills by demonstrating hand-eye and foot-eye

coordination skills.

K.1.4 - Perform basic movements in a rhythmic manner to a specic rhythm.

Standard 2: Movement Concepts

Demonstrate an understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.

K.2.1 - Demonstrate basic (fundamental) movement vocabulary and cue words for

learning skills.

Standard 4: Develop strength and

coordination of large muscles.

4. Demonstrates traveling skills

7 emerging to 8. Coordinates complex

movements in play and in games.

5. Demonstrates balancing skills

6. Sustains balance during simple movement

experiences

6. Demonstrates gross-motor manipulative skills

7 emerging to 8. Manipulates balls or similar

objects with a full range of motion

PHYSICAL EDUCATION

Standard 2: Movement Concepts

Demonstrate an understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.

K.2.2 - Demonstrate variations in moving with spatial, directional, and temporal

awareness.

K.2.3 - Identify and demonstrate principles for learning basic movement skills

by practicing the basic principles for balance, footwork skills, and

catching a ball.

Standard 3: Physical Activity

Students achieve and maintain a health-enhancing level of physical tness.

K.3.1 - Show skills and knowledge acquired in physical education class during

and after school physical activities by demonstrating participation in active

play at recess, in unstructured play with friends and family, or in community

recreation/sports leagues.

K.3.2 - Display enjoyment in participation in moderate to vigorous physical activity

in physical education class and in after school time.

Standard 4: Health Enhancing Physical Fitness

Achieve and maintain a health-enhancing level of physical tness.

K.4.1 - Demonstrate improved cardio-respiratory endurance by engaging in

vigorous activity, progressing from short periods to longer periods of time.

K.4.2 - Demonstrate improved muscular strength and endurance by engaging in

specic exercises throughout the school year.

K.4.3 - Demonstrate improved exibility in three different joints by engaging in

specic stretches to improve lower back exion.

K.4.4 - Identify the basic effects of physical activity on heart and lung function by

observing and feeling fast heart and breathing rates when engaged in skill

development and physical tness activities.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

2. Self-Concept and Social Emotional Development

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

Standard 1: Understand and express feelings

appropriately.

1. Regulates own emotions and behaviors

1a. Manages feelings

7 emerging to 8. Controls strong emotions

in an appropriate manner most of the time

2. Establishes and sustains positive relationships

2b. Responds to emotional cues

6. Identies basic emotional reactions of

others and their causes accurately

3. Participates cooperatively and constructively

in group situations

3b. Solves social problems

6. Suggests solutions to social problems

29. Demonstrates knowledge about self

HEALTH EDUCATION

Standard 4: Interpersonal Communication

Demonstrate the ability to use interpersonal communication skills to enhance health

and avoid or reduce health risks.

K.4.1 - Identify healthy ways to express needs.

K.4.2 - State listening skills.

K.4.3 - State ways to respond when in an unwanted or uncomfortable situation.

K.4.4 - State ways to tell a trusted adult if feeling threatened or harmed.

WORLD LANGUAGES

Standard 1: Communication

Students will engage in conversations to express ideas and feelings, to provide and

obtain information, and to exchange opinions.

K.1.1 - Ask and answer simple questions about familiar topics.

K.1.2 - Give and follow simple instructions.

K.1.3 - Recognize and use situation-appropriate nonverbal communication.

Standard 2: Continue to develop a sense of

self.

1. Regulates own emotions and behaviors

1.c. Takes care of own needs appropriately

6. Demonstrates condence in meeting own

needs

29. Demonstrates knowledge about self

PHYSICAL EDUCATION

Standard 6: Value of Physical Education

Value physical activity for health enjoyment, challenge, self-expression and/or social

interaction.

K.6.1 - Express enjoyment and self-condence when participating in movement

experiences by demonstrating active participation in a child-centered lesson

for learning new skills.

K.6.2 - Discuss personal opinions about participation in physical activity by

expressing verbal feedback of an activity to the teacher.

Standard 3: Acquire behaviors and skills

expected in different environments.

1. Regulates own emotions and behaviors

1b. Follows limits and expectations

6. Manages classroom rules, routines, and

transitions with occasional reminders

30. Shows basic understanding of people and

how they live

WORLD LANGUAGES

Standard 4: Cultures and Connections

Students will demonstrate an understanding of the traditions, perspectives,

practices and products of the culture studied.

K.4.1- Recognize and imitate basic routine practices of the target cultures.

EXAMPLE(S): greetings, table manners

K.4.2 - Identify products and symbols of the target cultures.

EXAMPLE(S): food, dress, toys, ags

Standard 7: Self-Management Plan

Demonstrate the ability to practice health enhancing behaviors and avoid or reduce

health risks.

K.7.1 - Identify healthy behaviors to improve personal health and wellness.

K.7.2 - Recognize unsafe behaviors.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

2. Self-Concept and Social Emotional Development

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

Standard 4: Ability to interact, develop, and

maintain appropriate relationships with others.

1. Regulates own emotions and behaviors

1a. Manages feelings

7 emerging to 8. Controls strong emotions in an

appropriate manner most of the time

2. Establishes and sustains positive relationships

2a. Forms relationships with adults

8. Engages with trusted adults as resources and

to share mutual interests

2c. Interacts with peers

6. Initiates, joins in, and sustains positive

interactions with a small group of two to three

2d. Makes friends

6. Establishes a special friendship with one other

child, but the friendship might only last a short

while

3. Participates cooperatively and constructively in

group situations

3a. Balances needs and rights of self and others

6. Initiates the sharing of materials in the

classroom and outdoors

3b. Solves social problems

6. Suggests solutions to social problems

10. Uses appropriate conversational and other

communication skills

10b. Uses social rules of language

6. Uses acceptable language and social rules

while communicating with others; may need

reminders

SOCIAL STUDIES

Standard 1: Culture

Students learn about the systems of beliefs, knowledge, values, and traditions of various

cultures and how those aspects inuence human behavior.

K.1.1 - Identify and describe family or community members who promote the welfare and

safety of children and adults.

Standard 4: Government and Civics

Students learn to achieve civic competence by studying the structures of power,

authority, and governance.

K.4.1 - Retell stories that illustrate honesty, courage, friendship, respect, responsibility,

and the wise or judicious exercise of authority, and explain how the characters in

the stories show these qualities.

K.4.2 - Demonstrate that being a good citizen involves the following:

• Taking turns and sharing

• Taking responsibility for certain classroom chores

Standard 5: Takes initiative and responsibility for

own actions.

1. Regulates own emotions and behaviors

1b. Follows limits and expectations

6. Manages classroom rules, routines, and

transitions with occasional reminders

2. Establishes and sustains positive relationships

2b. Responds to emotional cues

6. Identies basic emotional reactions of others

and their causes accurately

11. Demonstrates positive approaches to learning

11a. Attends and engages

4. Sustains interest in working on a task,

especially when adults offer suggestions,

questions, & comments

6. Sustains work on age-appropriate, interesting

tasks; can ignore most distractions and

interruptions

11b. Persists

6. Plans and pursues a variety of appropriately

challenging tasks

11c. Solves problems

6. Solves problems without having to try every

possibility

11d. Shows curiosity and motivation

6. Shows eagerness to learn about a variety of

topics and ideas

PHYSICAL EDUCATION

Standard 5: Responsible Personal and Social Behavior

Exhibit responsible personal and social behavior that respects self and others in physical

activity settings.

K.5.1 - Identify and demonstrate an understanding of rules and safety practices for games

and other physical activities by exhibiting successful participation in activities/

games with boundary lines and following rules for safe active play.

K.5.2 - Exhibit a willingness to follow basic directions for an active class.

K.5.3 - Show a positive attitude toward self and others during physical activity by

demonstrating respect.

HEALTH EDUCATION

Standard 5: Decision Making

Demonstrate the ability to use decision making skills to enhance health.

K.5.1 - Identify health-related situations.

K.5.2 - Recognize when assistance is needed for health-related situations.

SOCIAL STUDIES

Standard 4: Government and Civics

Students learn to achieve civic competence by studying the structures of power,

authority, and governance.

• Taking care of personal belongings and respecting what belongs to others

• Following rules and understanding the consequences of breaking rules

• Practicing honesty, self-control, and kindness to others

• Participating in decision making in the classroom

• Participating successfully in group settings

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

2. Self-Concept and Social Emotional Development

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

Standard 6: Represent fantasy and real-life

experiences through pretend play.

14. Uses symbols and images to represent

something not present

14b. Engages in socio-dramatic play

4. Acts out familiar or imaginary scenarios,

may use props to stand for something else

5 emerging to 6

6. Interacts with two or more children during

pretend play, assigning and/or assuming

roles and discussing actions; sustains play

scenario for up to 10 minutes

FINE ARTS - THEATER

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to

communicate meaning in an original work of art.

K.2.1 - Perform imitative movements, rhythmical activities, and theater games.

K.2.2 - Perform group pantomimes and improvisations to retell familiar stories.

K.2.3 - Use costumes and props in role-playing.

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Retell or dramatize stories, myths, fables, and fairy tales from various cultures

and times.

K.3.2 - Portray different community members, such as reghters, family, teachers,

and clerks, through role-playing activities.

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will

develop creative thinking and problem-solving skills and relate them to real world

applications.

K.4.1 - Dramatize information from other content areas. Use movement to reinforce

vocabulary, such as fast, slow, in, on, through, over, and/or under.

K.4.2 - Demonstrate the ability to participate cooperatively in performing a

pantomime or dramatizing a story.

Standard 7: Engage in sustained symbolic

play with other children.

14. Uses symbols and images to represent

something not present

14b. Engages in socio-dramatic play

6. Interacts with two or more children during

pretend play, assigning and/or assuming

roles and discussing actions; sustains play

scenario for up to 10 minutes

FINE ARTS - THEATER

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to

communicate meaning in an original work of art.

K.2.1 - Perform imitative movements, rhythmical activities, and theater games.

K.2.2 - Perform group pantomimes and improvisations to retell familiar stories.

K.2.3 - Use costumes and props in role-playing.

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Retell or dramatize stories, myths, fables, and fairy tales from various cultures

and times.

K.3.2 - Portray different community members, such as reghters, family, teachers,

and clerks, through role-playing activities.

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will

develop creative thinking and problem-solving skills and relate them to real world

applications.

K.4.2 - Demonstrate the ability to participate cooperatively in performing a

pantomime or dramatizing a story.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 1: Learn about numbers, numerical

representation, and simple numerical operations.

20. Uses number concepts and operations

20a. Counts

4. Verbally counts to 10; counts up to ve

objects accurately, using one number name for

each object

6. Verbally counts to 20; counts 10-20 objects

accurately; knows the last number states how

many in all; tells what number (1-10) comes next

in order by counting

20b. Quanties

8. Uses a variety of strategies (counting objects

or ngers, counting on, counting back) to solve

problems with more than 10 objects

20c. Connects numerals with their quantities

4. Identies numerals to 5 by name and connects

each to counted objects reminders

K.CC.1 - Count to 100 by ones and by tens.

K.CC.2 - Count forward beginning from a given number within the known sequence

(instead of having to begin at 1).

K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written

numeral 0-20 (with 0 representing a count of no objects).

K.CC.4 - Understand the relationship between numbers and quantities; connect counting

to cardinality: a. When counting objects, say the number names in the standard

order, pairing each object with one and only one number name and each

number name with one and only one object. b. Understand that the last number

name said tells the number of objects counted. The number of objects is the

same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one

larger.

K.CC.5 - Count to answer “how many?” questions about as many as 20 things arranged

in a line, a rectangular array, or a circle, or as many as 10 things in a scattered

conguration; given a number from 1-20, count out that many objects.

K.CC.6 - Identify whether the number of objects in one group is greater than, less than,

or equal to the number of objects in another group, e.g., by using matching and

counting strategies. NOTE: Include groups with up to ten objects.

K.CC.7 - Compare two numbers between 1 and 10 presented as written numerals.

K.OA.1 - Represent addition and subtraction with objects, ngers, mental images,

drawings, sounds (e.g., claps), acting out situations, verbal explanations,

expressions, or equations. NOTE: Drawings need not show details but should

show the mathematics in the problem. (This applies wherever drawings are

mentioned in the Standards.)

K.OA.2 - Solve addition and subtraction word problems, and add and subtract within 10,

e.g., by using objects or drawings to represent the problem.

K.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one

way, e.g., by using objects or drawings, and record each decomposition by a

drawing or equation (e.g., 5=2+3 and 5=4+1).

K.OA.4 - For any number from 1 to 9, nd the number that makes 10 when added to the

given number, e.g., by using objects or drawings, and record the answer with a

drawing or equation.

K.OA.5 - Fluently add and subtract within 5.

KNBT.1 - Compose and decompose numbers from 11 to 19 into ten ones and some

further ones, e.g., by using objects or drawings, and record each composition

or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that

these numbers are composed of ten ones and one, two, three, four, ve, six,

seven, eight, or nine ones.

MATHEMATICS - Number and Operations

Standard 1: Understand numbers, ways of representing numbers, relationships

among numbers, and number systems.

K.1.1 - Count, read, write, and represent with manipulatives the whole numbers from 0 to

30.

K.1.2 - Count backwards from 20.

K.1.3 - Recognize and distinguish the value of coins: penny, nickel, dime, and quarter.

K.1.4 - Connect number words and numerals to the quantities they represent.

K.1.5 - Identify and illustrate a whole and the half of a whole.

Standard 2: Understand meanings of operations and how they relate to one another.

K.2.1 - Understand the meaning of the addition and subtraction symbols.

Standard 3: Compute uently and make reasonable estimates.

K.3.1 - Use manipulatives to perform the addition and subtraction of two 1-digit

numbers.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 2: Recognize and create patterns

and become aware of relationships.

13. Uses classication skills

4. Places objects in two or more groups

based on differences in a single characteristic,

e.g., color, size, shape

6. Groups objects by one characteristic; then

regroups them using a different characteristic

and indicates the reason

22. Compares and measures

4. Compares and orders a small set of

objects as appropriate according to size,

length, weight, area, or volume; knows usual

sequence of basic daily events and a few

ordinal numbers

23. Demonstrates knowledge of patterns

6. Extends and creates simple repeating

patterns

MATHEMATICS- ALGEBRA

Standard 4: Understand patterns, relations, and functions.

K.4.1 - Recognize, describe, create, and extend repeating and growing patterns

(e.g., sequences of sounds, objects, or numbers).

Standard 5: Represent and analyze mathematical situations and structures using

algebraic symbols.

K.5.1 - Analyze how repeating patterns are generated (e.g., nd the unit of

repetition); analyze how growing patterns are generated (e.g., grows by

adding so many objects, sounds, or numbers each time).

Standard 7: Analyze change in various contexts.

K.7.1 - Analyze qualitative change in patterns and in real life (e.g., growth).

Standard 3: Develop concepts of shape and

space.

14. Uses symbols and images to represent

something not present

14a. Thinks symbolically

4. Draws or constructs, and then identies

what it is

21. Explores and describes spatial relationships

and shapes

21a. Understands spatial relationships

6. Uses and responds appropriately to

positional words indicating location,

directions, and distance

21b. Understands shapes

6. Describes basic two- and three-dimensional

shapes by using own words; recognizes basic

shapes when they are presented in a new

orientation

22. Compares and measures

6. Uses multiples of the same unit to measure;

uses numbers to compare; knows the purpose

of standard measuring tools

K.G.1 - Describe objects in the environment using names of shapes, and describe

the relative positions of these objects using terms such as above, below,

beside, in front of, behind, and next to.

K.G.2 - Correctly name shapes regardless of their orientations or overall size.

K.G.3 - Identify shapes as two-dimensional (lying in a plane, “at”) or three-

dimensional (“solid”).

K.G.4 - Analyze and compare two- and three-dimensional shapes, in different sizes

and orientations, using informal language to describe their similarities,

differences, parts (e.g., number of sides and vertices/“corners”) and other

attributes (e.g., having sides of equal length).

K.G.5 - Model shapes in the world by building shapes from components (e.g., sticks

and clay balls) and drawing shapes.

K.G.6 - Compose simple shapes to form larger shapes. For example, “Can you join

these two triangles with full sides touching to make a rectangle?”

MATHEMATICS - GEOMETRY

Standard 8: Analyze characteristics and properties of two- and three-

dimensional geometric shapes and develop mathematical arguments about

geometric relationships.

K.8.1 - Identify, name, and sort common two- and three-dimensional geometric

shapes (e.g., circle, triangle, square, rectangle, cone, cube, sphere).

K.8.2- Compare familiar plane and solid objects by common attributes (e.g.,

position, shape, size, roundness, number of corners).

K.8.3 - Recognize geometric shapes and structures in the environment.

Standard 9: Specify locations and describe spatial relationships using coordinate

geometry and other representational systems.

K.9.1 - Identify positions of objects in space by using appropriate terms (e.g., inside,

outside, between, above, below, near, far, under, over, up, down, behind, in

front of, next to, to the left of, to the right of).

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 4: Develop and use measurement

concepts.

22. Compares and measures

4. Compares and orders a small set of objects

as appropriate according to size, length,

weight, area, or volume; knows usual

sequence of basic daily events and a few

ordinal numbers

6. Uses multiples of the same unit to measure;

uses numbers to compare; knows the

purpose of standard measuring tools

K.MD.1 - Describe measurable attributes of objects such as length or weight.

Describe several measurable attributes of a single object.

K.MD.2 - Directly compare two objects with a measurable attribute in common, to

see which object has “more of”/“less of” the attribute, and describe the

difference. For example, directly compare the heights of two children and

describe one child as taller/shorter.

K.MD.3 - Classify objects into given categories; count the numbers of objects in

each category and sort the categories by count. NOTE: Limit category

counts to be less than or equal to 10.

MATHEMATICS - MEASUREMENT

Standard 12: Understand measurable attributes of objects and the units,

systems, and processes of measurement.

K.12.1 - Identify, describe, compare, and classify objects by common attributes

(e.g., color, size, shape).

K.12.2 - Demonstrate an understanding of time (e.g., morning, afternoon, evening,

lunchtime, bedtime, today, yesterday, tomorrow, days of the week, year).

K.12.3 - Identify the measurable attribute of length and compare the lengths of

objects by direct comparison using appropriate vocabulary (e.g., longer

than, shorter than, taller than, wider than, greater than, less than, equal to).

K.12.4 - Discuss and compare quantities of objects (i.e., How many?) using the

words one/many, none/some/all, more/less, most/least, more than/less

than/equal to.

Standard 13: Apply appropriate techniques, tools, and formulas to determine

measurements.

K.13.1 - Estimate and measure lengths with nonstandard units (e.g., hand spans,

paper clips).

Standard 5: Represent and interpret data.

24. Uses scientic inquiry skills

MATHEMATICS - DATA ANALYSIS AND PROBABILITY

Standard 14: Formulate questions that can be addressed with data and collect,

organize, and display relevant data to answer them.

K.14.1 - In response to a question, collect data in the classroom and discuss ways to

organize the data.

K.14.2 - Represent data using concrete objects and pictures.

Standard 15: Select and use appropriate statistical methods to analyze data.

K.15.1 - Discuss what representations of data with objects and pictures show or how

they help answer the initial question.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 6: Increase sensory awareness.

24. Uses scientic inquiry skills

Standard 1: Science As Inquiry

Standard 7: Engage in scientic inquiry.

24. Uses scientic inquiry skills

SCIENCE

Standard 1: Science as Inquiry

Students use scientic inquiry and develop the ability to think and act in ways

associated with inquiry.

K.1.1 - Raise questions about the natural world.

K.1.2 - Make and discuss observations using the ve senses.

EXAMPLE(S): Recognize that objects can have different characteristics using

the senses. Although apples and tennis balls are similar in size and shape,

they smell and feel different.

Standard 5: Science and Technology

Students develop understandings about connections between natural and designed

worlds and are provided with opportunities to develop decision making abilities

related to the use of technology.

K.5.1 - Identify tools found around the home and recognize that tools make it

easier to do certain jobs. EXAMPLE(S): Construct simple tools, such as paper

clocks.

LANGUAGE ARTS

Standard 7: Informational Literacy

Students use a variety of technological and informational resources to conduct

research on issues and interests by generating ideas and questions, posing and

solving problems, and then communicating the results.

K.7.1 - Ask How? and Why? questions about a topic of interest.

Standard 8: Explore physical properties of the

world.

26. Demonstrates knowledge of the physical

properties of objects and materials

SCIENCE

Standard 3: Physical Science

Students develop understanding of the structure and properties of objects and

materials.

K.3.1 - Describe objects in terms of the materials that make up the objects.

EXAMPLE(S): Describe the materials found in a pencil.

K.3.2 - Describe the changes in matter caused by changes in temperature.

K.3.3 - Recognize and demonstrate that things that are close to the ground fall

unless something holds them up.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 9: Explore characteristics of living

things.

25. Demonstrates knowledge of the

characteristics of living things

Standard 2: Life Science

Students understand the diversity and unity of living organisms, the living

environment, and principles of ecology.

K.2.1 - Observe and give examples of plants and animals identifying how they are

alike and how they are different in how they look and in the things they can

do.

K.2.2 - Describe how babies, or young, are similar to their parents. Describe how

babies, or young, are similar to their parents

FINE ARTS- DANCE

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to

communicate meaning in an original work of art.

K.2.3 - Move in ways that reect a variety of personal experiences and natural

observances.

1. Personal Experiences EXAMPLE(S): happy sad, angry, excited

2. Natural Observances EXAMPLE(S): like a buttery, like a sh

Standard 10: Learn about the earth and sky.

27. Demonstrates knowledge of Earth’s

environment

SCIENCE

Standard 4: Earth and Space Science

Students learn about the major processes and events that have shaped planet Earth

over time.

K.4.1 - Discuss the importance of water.

EXAMPLE(S): Tell that organisms need water to live and to remain healthy.

K.4.2 - Observe and describe objects seen in the sky during the day and during the

night.

K.4.3 - Observe and record natural cycles and give examples using activities from

one’s own life. EXAMPLE(S): day/night, wake/sleep, sunrise/sunset, rainy/dry

season, weather changes

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 11: Have a variety of educational

experiences that involve technology.

14. Uses symbols and images to represent

something not present

14.b. Engages in socio-dramatic play

4. Acts out familiar or imaginary scenarios;

may use props to stand for something

different

28. Uses tools and other technology to perform

tasks

SCIENCE

Standard 5: Science and Technology

Students develop understandings about connections between natural and designed worlds and are

provided with opportunities to develop decision making abilities related to the use of technology.

K.5.1 - Identify tools found around the home and recognize that tools make it easier to do certain jobs.

EXAMPLE(S): Construct simple tools, such as paper clocks

EDUCATIONAL TECHNOLOGY

Standard 2: Communication and Collaboration

Students use digital media and resources to communicate and work collaboratively, including at a

distance, to support individual learning and contribute to the learning of others.

K.2.1 - Work with others to illustrate and communicate content-based concepts for inclusion in

collective class stories or reports developed with graphics and writing applications.

K.2.2 - Work with a partner to explore teacher-selected software programs that reinforce and enrich

content topics.

K.2.3 - Learn about other cultures using digital images, stories, and Web information (with teacher

assistance).

Standard 3: Research for Problem Solving and Decision Making

Students plan and conduct research, manage projects, solve problems, and make informed decisions

using appropriate digital tools and resources.

K.3.1 - Use digital media (e.g., visit the Web, watch an educational video, CD-ROM) to identify a topic

and formulate questions for an investigation as a class.

K.3.2 - Use a digital storyboard template as a class to organize an investigation, determine the

appropriate resources, and locate information about a topic.

K.3.3 - Use a variety of digital resources (e.g., selected websites, DVDs, videos) as a class to obtain

information about a specic topic.

K.3.4 - Use a graphic or text document (e.g., teacher-made table, template) as a class to input and

organize key words.

K.3.5 - Use a teacher-designed presentation template to deliver a class report on a topic.

Standard 4: Digital Citizenship

Students demonstrate safe, legal, and ethical behavior when using technology to communicate or

create a product.

K.4.1 - Articulate an understanding of the safe use of personal information (e.g., name, address, phone

number, photo).

K.4.2 - Follow the school’s online safety guidelines.

K.4.3 - Demonstrate respect for the digital work of others (e.g., do not delete, copy, or post information

of others) and understand one’s digital rights.

Standard 5: Technology Operations and Concepts

Students demonstrate safe, legal, and ethical behavior when using technology to communicate or

create a product.

K.5.1 - Demonstrate the knowledge of the differences between hardware and software applications.

K.5.2 - Identify and show proper care of digital equipment (e.g., computer mouse, keyboard, speakers,

monitor, camera, DVD players).

K.5.3 - Navigate the computer system using the following:

• Mouse (open/close applications, print/save documents)

• Keyboard (type letters and numbers)

K.5.4 - Load/open and navigate software applications with minimal assistance.

K.5.5 - Use content-appropriate applications (computer-based and online) for directed and

independent learning (e.g., create a picture, read e-books, browse content-based DVDs).

FINE ARTS - THEATER

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate meaning in an

original work of art.

K.2.1 - Perform imitative movements, rhythmical activities, and theater games. EXAMPLE(S): freeze,

statues, mirrors

K.2.2 - Perform group pantomimes and improvisations to retell familiar stories.

K.2.3 - Use costumes and props in role-playing.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 12: Learn about self and others.

14. Uses symbols and images to represent

something not present

14.b. Engages in socio-dramatic play

6. Interacts with two or more children during

pretend play, assigning and/or assuming roles

and discussing actions; sustains play scenario

for up to 10 minutes

33. Explores the visual arts

Standard 1: Culture

FINE ARTS - THEATER

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Retell or dramatize stories, myths, fables, and fairy tales from various cultures

and times.

K.3.2 - Portray different community members, such as reghters, family, teachers,

and clerks, through role-playing activities.

Standard 13: Know and accept their own

culture and others.

30. Shows basic understanding of people and

how they live

SOCIAL STUDIES

Standard 1: Culture

Students learn about the systems of beliefs, knowledge, values, and traditions of

various cultures and how those aspects inuence human behavior.

K.1.1 - Identify and describe family or community members who promote the welfare

and safety of children and adults.

K.1.2 - Use the word because in the context of stories or personal experiences

correctly.

WORLD LANGUAGES

Standard 4: Cultures and Connections

Students will demonstrate an understanding of the traditions, perspectives,

practices, and products of the culture studied.

K.4.1 - Recognize and imitate basic routine practices of the target cultures.

EXAMPLE(S): greetings, table manners

K.4.2 - Identify products and symbols of the target cultures.

EXAMPLE(S): food, dress, toys, ags

Standard 14: Know how things, people and

places change over time.

31. Explores change related to familiar people

or places

SOCIAL STUDIES

Standard 2: History

Students learn how human beings view themselves in and over time.

K.2.1 - Identify sequential words—rst, next, last—in stories used to describe

personal experiences.

K.2.2 - Use the following words and phrases related to chronology and time

correctly: now, long ago, before, after; morning, afternoon, night; today,

tomorrow, yesterday; last or next week, month, year; and present, past, and

future tenses of verbs.

K.2.3 - Tell important events in students’ own and their families’ lives in chronological

order.

K.2.4 - Identify and describe the events celebrated during local or national holidays

and why we celebrate them.

EXAMPLE(S): Independence Day, Martin Luther King, Jr. Day, Veterans Day,

Thanksgiving Day, Santa Marian Kamalen Day, Christmas Day, Liberation Day,

Easter.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 15: Find out why people need

things (goods) and how they depend on each

other for help (services).

30. Shows basic understanding of people and

how they live

SOCIAL STUDIES

Standard 5: Economics

Students learn about the concepts of production, distribution, and consumption of

goods and resources.

K.5.1 - Give examples from the community of different kinds of jobs that people do,

including the work they do at home.

K.5.2 - Match simple descriptions of work that people do with the names of those

jobs found in the community.

K.5.3 - Recognize that people make choices based on available options or because

they cannot have everything. EXAMPLE(S): a little girl has to choose between

a doll and a dress because her mom said she can only have one thing; the

teacher tells students to choose between a treat and extra free time because

their behavior was good for the entire week

K.5.4 - Explain that people work to earn money to buy the things they need and

want.

K.5.5 - Use words relating to work, such as jobs, money, buying, and selling.

Standard 16: Understand what people

need to do to work and live together in a

community.

30. Shows basic understanding of people and

how they live

SOCIAL STUDIES

Standard 4: Government and Civics

Students learn to achieve civic competence by studying the structures of power,

authority, and governance.

K.4.1 - Retell stories that illustrate honesty, courage, friendship, respect,

responsibility, and the wise or judicious exercise of authority, and explain

how the characters in the stories show these qualities.

K.4.2 - Demonstrate that being a good citizen involves the following:

• Taking turns and sharing

• Taking responsibility for certain classroom chores

• Taking care of personal belongings and respecting what belongs to others

• Following rules and understanding the consequence of breaking rules

• Practicing honesty, self-control, and kindness to others

• Participating in decision making in the classroom

• Participating successfully in group settings

K.4.3 - Recognize the American and Guam ags and identify the president as the

leader of the U.S. and the governor the leader of Guam.

K.4.4 - Recognize the Pledge of Allegiance.

K.4.5 - Give examples that show the meaning of the following concepts at home, in

school, and in the community:

• Authority

• Fairness

• Justice

• Responsibility

• Rules

K.4.6 - Explain the purpose of laws in the community and how they are enforced.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

3. Cognitive Development - MATHEMATICS (Numeracy)

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 17: Develop awareness of where

they live and location of places or things.

21. Explores and describes spatial relationships

and shapes

21a. Understands spatial relationships

6. Uses and responds appropriately to

positional words indicating location,

directions, and distance

32. Demonstrates simple geographic knowledge

SOCIAL STUDIES

Standard 3: Geography

Students learn to create spatial views and geographic perspectives of the world by

studying people, places, and human- environment interactions.

K.3.1 - Identify and recognize the difference between maps and globes.

EXAMPLE(S): Maps are at pictures of the Earth and globes are round like the

Earth.

K.3.2 - Use words and phrases that indicate locations, directions, chronology, and

time. EXAMPLE(S): up, down, near, far, left, right, now, long ago, before, after

K.3.3 - Identify and recognize places at home, at school, and community locations.

K.3.4 - Recognize the map of Guam.

Standard 18: Develop awareness of the

natural environment and how it can be

protected.

27. Demonstrates knowledge of Earth’s

environment

SOCIAL STUDIES

Standard 4: Government and Civics

Students learn to achieve civic competence by studying the structures of power,

authority, and governance.

K.4.2 - Demonstrate that being a good citizen involves the following:

• Taking turns and sharing

• Taking responsibility for certain classroom chores

• Taking care of personal belongings and respecting what belongs to others

• Following rules and understanding the consequence of breaking rules

• Practicing honesty, self-control, and kindness to others

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 1: Use language in a variety of ways.

9. Uses language to express thoughts and needs

9a. Uses an expanding expressive vocabulary

6. Describes and tells the use of many

familiar items

9b. Speaks clearly

6. Is understood by most people; may

mispronounce new, long, or unusual words

11. Demonstrates positive approaches to

learning

11d. Shows curiosity and motivation

6. Shows eagerness to learn about a variety

of topics and ideas

12. Remembers and connects experiences

12a. Recognizes and recalls

6. Tells about experiences in order, provides

details, and evaluates the experience;

recalls 3 or 4 items removed from view

K.SL.1 - Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger

groups:

a. Follow agreed-upon rules for discussions (e.g., listening to others and

taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

K.SL.2 - Conrm understanding of a text read aloud or information presented orally

or through other media by asking and answering questions about key details

and requesting clarication if something is not understood.

K.SL.3 - Ask and answer questions in order to seek help, get information, or clarify

something that is not understood.

K.SL.4 - Describe familiar people, places, things, and events and, with prompting

and support, provide additional detail.

K.SL.5 - Add drawings or other visual displays to descriptions as desired to provide

additional detail.

K.SL.6 - Speak audibly and express thoughts, feelings, and ideas clearly.

LANGUAGE ARTS

Standard 5: Language Structure and Language Conventions

Students apply knowledge of language structure and language conventions to

create, critique, and discuss texts.

K.5.1 - Recognize and use complete, coherent sentences when speaking.

Standard 6: Listening and Speaking Skills and Strategies

Students listen critically and adjust their use of spoken language to communicate

effectively with a variety of audiences for different purposes.

K.6.3 - Share information and ideas, speaking in complete, coherent sentences.

K.6.4 - Describe people, places, things (including their size, color, and shape),

locations, and actions.

K.6.5 - Recite short stories, poems, rhymes, and songs. EXAMPLE(S): Tell an

experience or creative story in a logical sequence (chronological order, rst,

second, last)

Standard 7: Informational Literacy

Students use a variety of technological and informational resources to conduct

research on issues and interests by generating ideas and questions, posing and

solving problems, and then communicating the results.

K.7.1 - Ask How? and Why? questions about a topic of interest.

WORLD LANGUAGES

Standard 1: Communication

Students will engage in conversations to express ideas and feelings, to provide and

obtain information, and to exchange opinions.

K.1.1 - Ask and answer simple questions about familiar topics.

K.1.2 - Give and follow simple instructions.

K.1.3 - Recognize and use situation-appropriate nonverbal communication.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 2: Listen and understand different

ways people speak and communicate.

8. Listens to and understands increasingly

complex language

8a. Comprehends language

6. Responds appropriately to specic

vocabulary and simple statements,

questions, and stories

8b. Follow directions

4. Follows simple requests not accompanied

by gestures

10. Uses appropriate conversational and other

communication skills

10a. Engages in conversations

6. Engages in conversations of at least three

exchanges

10b. Uses social rules of language

6. Uses acceptable language and social

rules while communicating with others; may

need reminders

12. Remembers and connects experiences

12a. Recognizes and recalls

6. Tells about experiences in order, provides

details, and evaluates the experience;

recalls 3 or 4 items removed from view

18. Comprehends and responds to books and

other texts

18c. Retells stories

6. Retells a familiar story in proper

sequence, including major events and

characters

LANGUAGE ARTS

Standard 6: Listening and Speaking Skills and Strategies

Students listen critically and adjust their use of spoken language to communicate

effectively with a variety of audiences for different purposes.

K.6.1 - Understand there are different purposes for listening.

EXAMPLE(S): Distinguish between listening for information and listening to a

friend sharing a story.

K.6.2 - Understand and follow one- and two-step spoken directions.

Standard 8: Lifelong Literacy

Students use spoken, written, and visual language to accomplish their own purposes

as they participate as knowledgeable, reective, creative, and critical members of a

variety of literacy communities.

K.8.1 - Listen and respond to each other’s oral stories, giving feedback.

WORLD LANGUAGES

Standard 2: Communication

Students will understand and interpret written and spoken ideas and information on

a variety of topics.

K.2.1 - Demonstrate comprehension of oral or visual cues verbally and/or

nonverbally.

K.2.2 - Recognize letters and sounds in familiar words.

Standard 4: Cultures and Connections

Students will demonstrate an understanding of the traditions, perspectives,

practices, and products of the culture studied.

K.4.1 - Recognize and imitate basic routine practices of the target cultures.

EXAMPLE(S): greetings, table manners

K.4.2 - Identify products and symbols of the target cultures.

EXAMPLE(S): food, dress, toys, ags

Standard 5: Comparisons

Students will demonstrate understanding of the nature of language through

comparisons of the target language and their own.

K.5.1 - Recognize words shared between English and the target language.

K.5.2 - Recognize basic differences in writing system.

EXAMPLE(S): kana (Japanese), ñ in Spanish

Standard 6: Communities

Students will use the language both within and beyond the school setting.

K.6.1 - Share experiences from the world language class within the school and/or

community. EXAMPLE(S): Recite target language to family and friends

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 3: Gradually produces more

vocabulary and correct sentence structure.

9. Uses language to express thoughts and needs

9c. Uses conventional grammar

6. Uses complete, four- to six-word sentences

WORLD LANGUAGES

Standard 3: Communication

Students will write and speak on a variety of topics to present information, concepts,

and ideas to an audience.

K.3.1 - Imitate vowel and consonant sounds.

K.3.2 - Recite rote sequences and single word responses to visual cues.

EXAMPLE(S): greetings

K.3.3 - Write alphabet or characters particular to language, numbers, and sight

words.

K.3.4 - Copy words and phrases.

Standard 4: Recognize and use symbols.

14. Uses symbols and images to represent

something not present

14b. Engages in socio-dramatic play

4. Acts out familiar or imaginary scenarios;

may use props to stand for something else

17. Demonstrates knowledge of print and its

uses

17b. Uses print concepts

6. Shows awareness of various features of

print: letters, words, spaces, upper- and

lower- case letters, some punctuation

K.L.1 - Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking:

a. Print many upper- and lowercase letters.

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where,

when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

K.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on kindergarten reading and content:

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a

bird and learning the verb to duck).

b. Use the most frequently occurring inections and afxes (e.g.,-ed, -s, re-, un-, pre-, -ful, -less)

as a clue to the meaning of an unknown word.

K.L.5 - With guidance and support from adults, explore word relationships and nuances in word

meanings:

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to

their opposites (antonyms).

c. Identify real- life connections between words and their use (e.g., note places at

school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk,

march, strut, prance) by acting out the meanings.

K.L.6 - Use words and phrases acquired through conversations, reading and being read to, and

responding to texts.

LANGUAGE ARTS

Standard 1LA/R: Word Analysis, Fluency, and Vocabulary

Students apply their knowledge of basic word features, context clues, and word identication

strategies to determine meaning, build vocabulary, and achieve uency.

K.1.11 - Identify common signs and symbols. EXAMPLE(S): Identify the meanings of common signs and

symbols, such as stop signs or store signs, from the colors, shapes, logos, and letters on these

signs or symbols.

FINE ARTS- THEATER

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate meaning in an

original work of art.

K.2.3 - Use costumes and props in role-playing.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 5: Enjoy and understand books.

12. Remembers and connects experiences

12b. Makes connections

6. Draws on everyday experiences and

applies this knowledge to a similar situation

18. Comprehends and responds to books and

other texts

18a. Interacts during read-alouds and book

conversations

4. Asks and answers questions about the

text; refers to pictures

6. Identies story-related problems, events,

and resolutions during conversations with

an adult

18b. Uses emergent reading skills

6. Pretends to read, reciting language that

closely matches the text on each page and

using reading-like intonation

K.RL.1 - With prompting and support, ask and answer questions about key details in a

text.

K.RL.2 - With prompting and support, retell familiar stories, including key details.

K.RL.3 - With prompting and support, identify characters, settings, and major events in a

story.

K.RL.4 - Ask and answer questions about unknown words in a text.

K.RL.5 - Recognize common types of texts (e.g., storybooks, poems).

K.RL.6 - With prompting and support, name the author and illustrator of a story and dene

the role of each in telling the story.

K.RL.7 - With prompting and support, describe the relationship between illustrations

and the story in which they appear (e.g., what moment in a story an illustration

depicts).

K.RL.9 - With prompting and support, compare and contrast the adventures and

experiences of characters in familiar stories.

K.RL.10 - Actively engage in group reading activities with purpose and understanding.

K.RI.1 - With prompting and support, ask and answer questions about key details in a text.

K.RI.2 - With prompting and support identify the main topic and retell key details of a text.

K.RI.3 - With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.

K.RI.4 - With prompting and support, ask and answer questions about unknown words in

a text.

K.RI.5 - Identify the front cover, back cover, and title page of a book.

K.RI.6 - Name the author and illustrator of a text and dene the role of each in presenting

the ideas or information in a text.

K.RI.7 - With prompting and support, describe the relationship between illustrations and

the text in which they appear.

K.RI.8 - With prompting and support, identify the reasons an author gives to support

points in a text.

K.RI.9 - With prompting and support, identify basic similarities in and differences between

two texts on the same topic.

K.RI.10 - Actively engage in group reading activities with purpose and understanding.

LANGUAGE ARTS

Standard 3R: Reading Comprehension and Analysis of Literary Texts

Students read a wide variety of classic and contemporary literature in many genres to

build an understanding of the human experience.

K.3.1 - Use pictures and context to make predictions about story content.

K.3.2 - Retell familiar stories.

K.3.3 - Identify and distinguish different text forms, including fantasy and everyday realistic

print materials (storybooks, poems, newspapers, signs, labels

K.3.4 - Identify characters, settings, and key events.

EXAMPLE(S):

• Identify the main characters in a story, such as Noisy Nora by Rosemary Wells

• Describe the setting in a familiar story, such as Goodnight Moon by Margaret

Wise Brown

• Retell the important events in a story, such as the folktale Jack and the Beanstalk

K.3.5 - Understand what is heard or seen by responding to questions (Who?, What?,

Where?).

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 6: Show interest in writing.

11. Demonstrates positive approaches to

learning

11d. Shows curiosity and motivation

6. Shows eagerness to learn about a variety

of topics and ideas

17. Demonstrates knowledge of print and its

uses

17b. Uses print concepts

2. Shows understanding that text is

meaningful and can be read

19. Demonstrates emergent writing skills

19a. Writes name

3. Mock letters or letter-like forms

19b. Writes to convey meaning

3. Mock letter or letter-like forms

K.W.1 - Use a combination of drawing, dictating, and writing to compose opinion

pieces in which they tell a reader the topic or the name of the book they are

writing about and state an opinion or preference about the topic or book

(e.g., My favorite book is…).

K.W.2 - Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about

and supply some information about the topic.

K.W.3 - Use a combination of drawing, dictating, and writing to narrate a single event

or several loosely linked events, tell about the events in the order in which

they occurred, and provide a reaction to what happened.

K.W.5 - With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as needed.

K.W.6 - With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers.

K.W.7 - Participate in shared research and writing projects (e.g., explore a number of

books by a favorite author and express opinions about them).

K.W.8 - With guidance and support from adults, recall information from experiences

or gather information from provided sources to answer a question.

LANGUAGE ARTS

Standard 4: Writing Purposes, Processes, and Strategies

Students use a wide range of strategies and resources to gather and synthesize

information and use a variety of writing processes to create and communicate

knowledge with a variety of audiences for different purposes.

K.4.1 - Write by moving from left-to-right and top-to-bottom.

K.4.2 - Use letters, pictures, and phonetically-spelled words to write about

experiences, stories, people, objects, or events. EXAMPLE(S): Write correctly

simple words, such as man, cat, and run, and spell other words as they

sound, such as whale as wal, jumps as jmps, and bigger as bigr, showing an

understanding of what letters represent certain sounds.

K.4.3 - Draw pictures and write words for a specic group of people, person, or

reason. EXAMPLE(S): Draw a picture or write to a friend or a family member to

tell about something new at school. Write or dictate an invitation to a parent

to attend a classroom event.

K.4.4 - Self-correct words. EXAMPLE(S): Correct misspelling of name and simple

everyday words.

Standard 5: Language Structure and Language Conventions

Students apply knowledge of language structure and language conventions to

create, critique, and discuss texts.

K.5.2 - Spell independently using an understanding of the sounds of the alphabet

and knowledge of letter names. EXAMPLE(S): Spell correctly common words,

such as cat, or spell by how the word sounds, such as kat.

K.5.3 - Write uppercase and lowercase letters of the alphabet, correctly shaping and

spacing the letters.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 7: Understand that print has

meaning.

17. Demonstrates knowledge of print and its

uses

17b. Uses print concepts

6. Shows awareness of various features of

print: letters, words, spaces, upper- and

lower- case letters, some punctuation

19. Demonstrates emergent writing skills

19b. Writes to convey meaning

3. Mock letter or letter-like forms

K.L.2 - Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing:

a. Capitalize the rst word in a sentence and the pronoun I.

b. Recognize and name end punctuation.

c. Write a letter or letters for most consonant and short-vowel sounds(phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.

LANGUAGE ARTS

Standard 1LA/R: Word Analysis, Fluency, and Vocabulary

Students apply their knowledge of basic word features, context clues, and word

identication strategies to determine meaning, build vocabulary, and achieve uency.

K.1.1 - Identify basic concepts about print using books.

EXAMPLE(S): Point to the front cover, back cover, and title page of a book

- Follow words from left to right, including return sweep, and from top to bottom

on the printed page

- Point to a letter and then to a word

- Match oral words to printed words

- Understand that printed materials provide information

K.1.2 - Recognize and name all uppercase and lowercase letters of the alphabet.

K.1.3 - Listen to two or three phonemes (sounds) when they are read aloud; tell the

number of sounds heard; and, say the changes when one sound is added,

substituted, omitted, moved, or repeated.

EXAMPLE(S):

• Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/

• Tell what sound you hear at the beginning of the word girl

• Listen to the word bat and tell what word is left when you take the /b/ sound

away

• Tell what word is left when you take the /br/ sound away from the spoken word

brother

K.1.4 - Listen to and blend consonant-vowel-consonant (cvc) sounds and tell what word is

made. EXAMPLE(S): Listen to and blend the sounds /b/, /e/, /d/ and tell what word

is made (bed)

K.1.5 - Listen to and segment consonant-vowel-consonant (cvc) sounds of a word spoken.

EXAMPLE(S): Listen to and segment the sounds in the spoken word bed (/b/, /e/,

/d/)

K.1.6 - Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.

K.1.7 - Read monosyllabic and high-frequency (often heard) words by sight automatically

and accurately.

K.1.8 - Use self-correcting strategies when reading simple sentences.

K.1.9 - Learn and apply knowledge of alphabetical order (rst letter).

K.1.10 - Identify and sort common words in basic categories. EXAMPLE(S): Tell whether

the words blue, yellow, and red are colors, shapes, or foods. Tell the names of

some favorite colors.

K.1.12 - Listen to stories read aloud and use story vocabulary to retell the stories.

Standard 7: Informational Literacy

Students use a variety of technological and informational resources to conduct research

on issues and interests by generating ideas and questions, posing and solving problems,

and then communicating the results.

K.7.2 - Identify pictures and charts as sources of information and begin gathering

information from a variety of sources (books, technology). EXAMPLE(S): Create a

chart (poster) about their family and things they like to do

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

4. Communication, Language Development, & Literacy

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

Common Core State Standards

Guam DOE KG Content Standards

Standard 8: Acquire emergent literacy skills

(pre-reading and pre-writing skills) while

exploring print in books and the environment.

15. Demonstrates phonological awareness

15a. Notices and discriminates rhyme

6. Decides whether two words rhyme

15b. Notices and discriminates alliteration

6. Matches beginning sounds of some words

15c. Notices and discriminates smaller and

smaller units of sound

4. Hears and shows awareness of separate

syllables in words

16. Demonstrates knowledge of the alphabet

16b. Uses letter-sound knowledge

6. Shows understanding that a sequence

of letters represents a sequence of spoken

sounds

17. Demonstrates knowledge of print and its

uses

17a. Uses and appreciates books

2. Shows interest in books

4. Orients book correctly; turns pages from

the front of the book to the back; recognizes

familiar books by their covers

17b. Uses print concepts

2. Shows understanding that text is

meaningful and can be read

4. Indicates where to start reading and the

direction to follow.

18. Comprehends and responds to books and

other texts

18b. Uses emergent reading skills

6. Pretends to read, reciting language that

closely matches the text on each page and

using reading-like intonation

K.RF.1 - Demonstrate understanding of the organization and basic features of print:

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by

specic sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

K.RF.2 - Demonstrate understanding of spoken words, syllables, and sounds

(phonemes):

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and nal sounds

(phonemes) in three- phoneme (consonant-vowel- consonant, or CVC)

words. (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one- syllable

words to make new words.

K.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding

words:

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences

by producing the primary sound or many of the most frequent sounds for

each consonant.

b. Associate the long and short sounds with common spellings (graphemes)

for the ve major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my,

is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of

the letters that differ.

K.RF.4 - Read emergent-reader texts with purpose and understanding.

LANGUAGE ARTS

Standard 1LA/R: Word Analysis, Fluency, and Vocabulary

Students apply their knowledge of basic word features, context clues, and word

identication strategies to determine meaning, build vocabulary, and achieve uency.

K.1.1 - Identify basic concepts about print using books.

EXAMPLE(S): Point to the front cover, back cover, and title page of a book

- Follow words from left to right, including return sweep, and from top to

bottom on the printed page

- Point to a letter and then to a word

- Match oral words to printed words

- Understand that printed materials provide information

Standard 2R: Reading Comprehension and Analysis of Nonction Texts

Students read a wide range of nonction texts to acquire new information, to respond

to the demands of society and the workplace, and to learn about themselves and the

world.

K.2.1 - Locate the title and the name of the author of a book.

K.2.2 - Generate and respond to questions (What, Where, When?, Why?).

K.2.3 - Identify types of everyday print materials. EXAMPLE(S): Walk around the

school and identify the signs in the school, such as EXIT, Principal’s Ofce, and

Restrooms. Tell the difference between a storybook and a beginners’ dictionary.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

5. Creative Development - Visual Art, Music, Creative Movement & Drama, & Aesthetic Appreciation

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

VISUAL ART

Standard 1: Create and express themselves

through a variety of art experiences.

14. Uses symbols and images to represent

something not present

14a. Thinks symbolically

6. Plans and then uses drawings,

constructions, movements, and

dramatization to represent ideas

33. Explores the visual arts

EDUCATIONAL TECHNOLOGY

Standard 1: Creativity and Innovation

Students demonstrate creative thinking to develop innovative products using appropriate

digital tools and resources.

K.1.1 - Use digital media and resources (e.g., drawing tools, digital camera) to capture

images and illustrate ideas for class stories and content-related topics (with teacher

assistance).

FINE ARTS - VISUAL ARTS

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate

meaning in an original work of art.

K.2.2 - Demonstrate beginning skill in the use of tools and processes, such as the use of

scissors, glue, and paper, in creating a collage with colored cut or torn paper and

add lines.

K.2.3 - Paint pictures expressing ideas about family and neighborhood.

Standard 2: Begin to learn the basics about

art.

33. Explores the visual arts

FINE ARTS - VISUAL ARTS

Standard 1: Perceiving and Responding

Students will describe, analyze, interpret, and judge works of art and their environment using

arts vocabulary to express their observations.

K.1.1 - Recognize and describe simple patterns found in the environment and works of art.

K.1.2 - Name art materials introduced in lessons. EXAMPLE(S): clay, paint, crayons

K.1.3 - Identify the elements of art (i.e., types of line, color, and shape) in the environment and in

works of art.

K.1.4 - Discuss their own works of art using art vocabulary learned (line, color, shape).

K.1.5 - Describe what is seen (including both literal and expressive content) in selected works of

art.

K.1.6 - Discuss how and why they made a specic work of art and, using art vocabulary, explain

why they like it.

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate

meaning in an original work of art.

K.2.1 - Use lines, shapes, and colors to make patterns with tempera paints.

K.2.2 - Demonstrate beginning skill in the use of tools and processes, such as the use of scissors,

glue, and paper, in creating a collage with colored cut or torn paper and add lines.

K.2.3 - Paint pictures expressing ideas about family and neighborhood.

K.2.4 - Use lines in drawings and paintings to create contours of realistic objects in nature.

K.2.5 - Use geometric shapes (e.g., circle, triangle, square) and organic shapes (i.e., natural) to

make a work of art.

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will develop creative

thinking and problem-solving skills and relate them to real world applications.

K.4.1 - Look at and draw something used every day and describe how the object is used.

EXAMPLE(S): scissors, toothbrush, fork

K.4.2 - Read a favorite book and describe how the artist used shapes and colors in the

illustrations.

K.4.3 - Point out symbols found at home, in school, and in the community that use line, shapes,

and color. EXAMPLE(S): stop signs, walk symbols

K.4.4 - Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create

and the type of media used.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

5. Creative Development - Visual Art, Music, Creative Movement & Drama, & Aesthetic Appreciation

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

MUSIC

Standard 3: Begin to learn the basics about

music.

34. Explores musical concepts and expression

FINE ARTS- MUSIC

Standard 1: Perceiving and Responding

Students will describe, analyze, interpret, and judge works of art and their environment

using arts vocabulary to express their observations.

K.1.1 - Use icons or inventive symbols to represent beat.

K.1.2 - Identify and describe basic elements in music. EXAMPLE(S): high/low, fast/slow,

loud/soft, beat

K.1.3 - Create movements that correspond to specic music.

K.1.4 - Identify and discuss the elements in music written for specic purposes and/or

relate to topics students are studying. EXAMPLE(S): work song, lullaby

Standard 4: Create and express themselves

through a variety of musical experiences.

14. Uses symbols and images to represent

something not present

14a. Thinks symbolically

6. Plans and then uses drawings,

constructions, movements, and

dramatization to represent ideas

30. Shows basic understanding of people and

how they live

34. Explores musical concepts and expression

FINE ARTS - MUSIC

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to

communicate meaning in an original work of art.

K.2.1 - Use the singing voice to echo short melodic patterns.

K.2.2 - Sing age-appropriate songs from memory.

K.2.3 - Play instruments and move or verbalize to demonstrate awareness of beat,

tempo, dynamics, and melodic direction.

K.2.4 - Create accompaniments using the voice or a variety of classroom instruments.

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Identify the various uses of music in daily experiences.

K.3.2 - Sing and play simple singing games from various cultures and the local

community.

K.3.3 - Use a personal vocabulary to describe voices and instruments from diverse and

local cultures.

K.3.4 - Use developmentally appropriate movements in responding to music from

various genres and styles. EXAMPLE(S): rhythm, melody

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

5. Creative Development - Visual Art, Music, Creative Movement & Drama, & Aesthetic Appreciation

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

CREATIVE MOVEMENT & DRAMA

Standard 5: Begin to learn the basics about

movement.

35. Explores dance and movement concepts

36. Explores drama through actions and

language

FINE ARTS - DANCE

Standard 1: Perceiving and Responding

Students will describe, analyze, interpret, and judge works of art and their environment

using arts vocabulary to express their observations.

K.1.1 - Understand and respond to a wide range of opposites of elements of dance:

shape, space, energy, and time. EXAMPLE(S): high/low, straight/curved, forward/

backward, wiggle/freeze, fast/slow

K.1.2 - Move in response to verbal instructions. EXAMPLE(S): walk, turn, reach. Move in

response to sound or music cues. EXAMPLE(S): a drum, musical chairs

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate

meaning in an original work of art.

K.2.1 - Use body, energy, space, and time to move in a variety of ways.

K.2.2 - Move in locomotor and axial modes.

K.2.3 - Move in ways that reect a variety of personal experiences and natural

observances.

1.Personal Experiences EXAMPLE(S): happy sad, angry, excited

2. Natural Observances EXAMPLE(S): like a buttery, like a sh

K.2.4 - Respond to a variety of stimuli. EXAMPLE(S): sounds, words, songs, props, images,

observed dance

K.2.5 - Create simple dance sequences and repeat them (patterns). EXAMPLE(S): run-

jump-balance, march- skip-clap

K.2.6 - Move with a partner. EXAMPLE(S): skipping, mirroring, lead/follow in pairs, follow

the leader

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will develop creative

thinking and problem-solving skills and relate them to real world applications.

K.4.1 - Demonstrate recognition of personal space and respect for the personal space of

others.

K.4.2 - Give examples of the similarities between everyday movement and dance

movement. EXAMPLE(S): wind, volcanic ow, cats leaping, rockets launching for

space travel

FINE ARTS - THEATER

Standard 2: Creating

Students will engage in the artistic process, acquire skills, and use them to communicate

meaning in an original work of art.

K.2.1 - Perform imitative movements, rhythmical activities, and theater games.

EXAMPLE(S): freeze, statues, mirrors

K.2.2 - Perform group pantomimes and improvisations to retell familiar stories.

K.2.3 - Use costumes and props in role-playing.

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will develop creative

thinking and problem-solving skills and relate them to real world applications.

K.4.1 - Dramatize information from other content areas. Use movement to reinforce

vocabulary, such as fast, slow, in, on, through, over, and/or under.

K.4.2 - Demonstrate the ability to participate cooperatively in performing a pantomime or

dramatizing a story.

Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver.

5. Creative Development - Visual Art, Music, Creative Movement & Drama, & Aesthetic Appreciation

EARLY LEARNING GUIDELINES

CONTENT STANDARDS

Teaching Strategies GOLD

Objectives, Dimensions, and Indicators

(There are no Common Core State Standards for this developmental domain.)

Guam DOE KG Content Standards

AESTHETIC APPRECIATION

Standard 6: Develop appreciation for natural

and cultural beauty.

30. Shows basic understanding of people and

how they live

FINE ARTS - DANCE

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Name and perform folk/traditional dances from another culture.

FINE ARTS - VISUAL ARTS

Standard 3: Understanding Cultural and Historical Context

Students will understand the role of the arts in past and present cultures throughout

the world.

K.3.1 - Describe functional (i.e., used) and non-utilitarian (i.e., not used, only viewed) art

seen in daily life.

K.3.2 - Identify and describe works of art that show people doing things together.

K.3.3 - Look at and discuss works of art from a variety of times and cultures.

EXAMPLE(S): artists: Mondrian (geometric), Matisse (organic)

Standard 7: Develop appreciation for visual

and performing arts.

33. Explores the visual arts

34. Explores musical concepts and expression

35. Explores dance and movement concepts

36. Explores drama through actions and

language

FINE ARTS - THEATER

Standard 1: Perceiving and Responding

Students will describe, analyze, interpret, and judge works of art and their environment

using arts vocabulary to express their observations.

K.1.1 - Use the vocabulary of theater, such as actor, character, cooperation, setting, the

ve senses, and audience, to describe theatrical experiences.

K.1.2 - Identify differences between real people and imaginary characters.

K.1.3 - Respond appropriately to a theatrical experience as an audience.

K.1.4 - Compare a real story with a fantasy story.

Standard 4: Building Connections

Students will connect and apply the arts to other content areas. They will develop

creative thinking and problem-solving skills and relate them to real world applications.

K.4.1 - Use music, together with dance, theater, and the visual arts, for storytelling.

K.4.2 - Identify and talk about the reasons artists have for creating dances, music,

theater pieces, and works of visual art.

References

Alignment of Teaching Strategies GOLD® Objectives for Development & Learning: Birth Through

Kindergarten with Guam Early Learning Guidelines for Young Children Ages Three to Five. 2012. Teaching

Strategies, LLC. http://www.TeachingStrategies.com

Allen, K. Eileen & Marotz, Lynn R. 2003. Developmental Proles Pre-Birth Through Twelve. (4th ed.) Clifton Park,

NY: Delmar Learning.

Cohen, Abby J. 2004. Region IX, State TA Specialist. National Child Care Information Center. Oakland, CA.

Common Core State Standards. 2010. National Governors Association Center for Best Practices, Council of

Chief State School Ofcers, Washington D.C.

Guam District Level Curriculum Alignment. Guam Department of Education. 2013.

Guam Early Learning Guidelines for Young Children Ages Three to Five. 2005. Department of Public Health

and Social Services and the University of Guam Center for Excellence in Developmental Disabilities Education,

Research and Service.

Hawai’i Preschool Content Standards Curriculum Guidelines for Programs for Four-Year Olds. Hawai’i Good

Beginnings Interdepartmental Council. 2003.

National Association for Family Child Care (NAFCC) http://www.nafcc.org

National Association for the Education of Young Children (NAEYC), Washington D.C. http://www.naeyc.org

National Child Care Information Center (NCCIC) http://www.nccic.org

Parents as Teachers ™ Foundational Curriculum. 2013. Parents as Teachers National Center, Inc.

Rhode Island Early Learning Standards. Rhode Island Department of Human Services. Rhode Island

Department of Elementary and Secondary Education. Rhode Island KIDS COUNT. 2003

The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early

Childhood Programs Serving Children 3-5 Years Old. 2010. Department of Health & Human Services, Ofce of

Head Start. http://www.acf.hhs.gov/

Vermont Early Learning Standards. Standards, Monitoring & Technical Assistance Sub-Committee of the

Vermont Early Childhood Work Group. Fall 2003.

Notes

Guam Early Learning Guidelines

for Ages Three to Five