Work Sampling System® (WSS-5) ©2013 P4 … Alignm… · Work Sampling System (WSS-5) ©2013 P4...

Work Sampling System® (WSS-5) ©2013 P4 Developmental Checklist

and Opening the World of Learning™ (OWL) ©2011

Scope of Skills

Copyright 2014 Pearson Education, Inc. or its affiliate(s). All rights reserved. Printed in the USA.

Work Sampling System (WSS-5) ©2013 P4 Developmental Checklist and Opening the World of Learning (OWL) ©2011 Scope of Skills 2

Table of Contents

I. Personal and Social Development ........................................................................................................................................................... 3 II. Language and Literacy ........................................................................................................................................................................... 6 III. Mathematical Thinking ....................................................................................................................................................................... 15 IV. Scientific Thinking ............................................................................................................................................................................. 18 V. Social Studies ....................................................................................................................................................................................... 20 VI. The Arts .............................................................................................................................................................................................. 23 VII. Physical Development, Health and Safety ........................................................................................................................................ 25


I. Personal and Social Development WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills

I. Pe

rson

al a

nd S

ocia

l Dev

elop

men

t

A. S

elf-

Con

cept

1. Demonstrates self-confidence.

Soci

al a

nd E

mot

iona

l

Self

Aw

aren

ess

SC1. Describe basic characteristics of self, such as hair color, eye color, and gender. SC2. Describe self positively in behavior terms (e.g. “I can buckle my shoes.” “I can pour my juice.”) SC3. Understand personal abilities and limitations (e.g. tries again to walk the balance beam, after stepping off several times on the first try; asks for help when it’s needed; says, “I couldn’t use a fork when I was little.”) SC4. Describe self in terms of being a member of different communities, such as family, classroom, school.

2. Shows some self-direction. SC5. Demonstrate self-direction.

SC6. Show interest and curiosity in learning new concepts and trying new activities.

SC7. Exercise appropriate caution in dangerous situations and regulate impulses more consistently.

SC8. Select centers or activities based on personal preferences.


WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills I.

Pers

onal

and

Soc

ial D

evel

opm

ent

B. S

elf-

Con

trol

1. Follows simple classroom rules and routines.

Soci

al a

nd E

mot

iona

l

Self-

Reg

ulat

ion(

Exhi

bit c

ontro

l of b

ehav

ior) SCO1. Participate in the development of and follow classroom rules and

routines. SCO2. Communicate appropriately to make needs known.

SCO3. Refrain from impulsive responding. SCO4. Put away classroom materials and personal items appropriately. SCO5. Handle classroom materials respectfully and appropriately.

2. Manages transitions. SCO6. Manage transitions, participate in routines, and adapt to changes in routines.

C. A

ppro

ache

s to

Lear

ning

1. Shows eagerness and curiosity as a learner.

Soci

al a

nd E

mot

iona

l

Sel

f-R

egul

atio

n(Ex

hibi

t con

trol o

f em

otio

ns)

(Exh

ibit

cont

rol o

f atte

ntio

n)

AL1. Show interest and curiosity in learning new concepts and trying new activities. AL2. Listen attentively to stories and instructions.

AL3. Sustain attention to an activity appropriate to age. 2. Attends to tasks and seeks help when encountering a problem. AL4. Participate in solving disagreements

AL5. Use words to express feelings and resolve conflicts AL6. Respond positively to adult guidance in using calming strategies AL7. Express emotions that are congruent with the situation. AL8. Contribute verbal responses that are appropriately related to the topic or situation.


WSS Domain-Component-Performance Indicator OWL Domain-Area Learning-Skills

3. Approaches tasks with flexibility and inventiveness.

AL9 Complete an activity before selecting a different activity.

I. Pe

rson

al a

nd S

ocia

l Dev

elop

men

t

D. I

nter

actio

n w

ith O

ther

s

1. Interacts easily with one or more children.

Soci

al a

nd E

mot

iona

l

Soci

al In

tera

ctio

n/So

cial

Aw

aren

ess/

Rel

atio

nshi

ps

IO1. Initiate interactions with peers. IO2. Can take turns. IO3. Initiate interaction with other children by cooperating, helping, sharing and expressing interest. IO4. Begin to have friendships. IO5. Describe others using specific characteristics.

2. Interacts easily with familiar adults. IO6. Greet teacher in the morning and say goodbye when leaving IO7. Engage in conversation with an adult. IO8. Respond positively to adult guidance in using calming strategies. IO9. Relate feelings to and seek assistance from teachers. IO10. Seek adult assistance appropriately. IO11. Make smooth/happy transition from family/home to teachers/school and maintain comfort with the separation during the school day. IO12. Show interest in, offer to help, and share pride in accomplishments with teachers.

3. Participates in the group life of the class.

IO13. Participate successfully as a group member.

4. Identifies some feelings and responds to those of others.

IO14. Demonstrate empathy and caring for others. IO15. Ask questions and make comments that indicate understanding that peers may have a different perspective than self.

5. Begins to use simple strategies to resolve conflict.

IO16. Use words to express feelings and resolve conflicts. IO17. Initiate problem-solving strategies. IO18. Participate in solving disagreements. IO19. Resolve disagreements appropriately.


II. Language and LiteracyWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

II. L

angu

age

and

Lite

racy

A. L

iste

nin g

1. Gains meaning by listening.

Lang

uage

and

Com

mun

icat

ion

List

enin

g

L1. Listen and respond appropriately in conversation and discussions L2. Listen to questions and respond appropriately.

2. Follow two- or three-step directions.

L3. Follow two- and three-step directions.

B. S

peak

ing

1. Speaks clearly enough to be understood without contextual clues.

Spea

king

(Con

vers

atio

n)

S1. Speak clearly so that words can be understood by both familiar and unfamiliar adults and children

2. Follows rules of conversation.

S2. Engage in informal conversation with peers and adults and attend to rules of conversation. S3. Follow nonverbal conversational rules (eye contact, facial expression, distance). S4. Begin and end conversations appropriately.

3. Uses expanded vocabulary and language for a variety of purposes. S5. Engage in conversation and use language for basic purposes

S6. Use language appropriate to the situation.

S7. Engage in conversation, using language for advanced purposes (asking question to get information, giving information, problem solving). S8. Tell a personal narrative with details. S9. Participate in conversations in small and large settings appropriately.


WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills II

. Lan

guag

e an

d Li

tera

cy

B. S

peak

ing

Lang

uage

and

Com

mun

icat

ion

Voc

abul

ary

S10. Use a wide variety if words to label and describe people, places, things, actions, and attributes of objects.

S11. Use and increase vocabulary through everyday communication. S12. Demonstrate understanding of terms used in instructional language of the classroom. S13. Know the meaning if 3,000 to 4,000 words. S14. Use category labels to understand how words or objects relate to each other.

Voc

abul

ary

(Sen

tenc

es a

nd S

truct

ures

)

S15. Use complete sentences of four or more words. S16. Use sentences with grammatical complexity. S17. Use age-appropriate grammar, including: regular and irregular plurals regular and irregular past tense pronouns possessives subject-verb agreement S18. Express more than one idea in complex sentences. S19. Segment a sentence of single-syllable words into individual words (up to four words).



. Lan

guag

e an

d Li

tera

cy

C. R

eadi

n g

1. Begins to develop knowledge of letters.

Emer

gent

Lite

racy

: Rea

ding

Alp

habe

t Kno

wle

dge

(Let

ter N

amin

g an

d R

ecog

nitio

n)

R1. Recognize his or her own name.

R2. Name the first letter in his or her own name, several peers’ names, and in environmental print. R3. Name uppercase letters (at least 20).

R4. Name lower case letters (at least 20). R5. Match uppercase and lowercase letters.

R6. Say the alphabet in order.

R7. Distinguish between letters and numbers.



. Lan

guag

e an

d Li

tera

cy

2. Demonstrates phonological awareness.

Emer

gent

Lite

racy

: Rea

ding

Phon

olog

ical

and

Pho

nem

ic A

war

enes

s

R8. Blend two one-syllable words to make a compound word. R9. Segment a compound word. R10. Delete a word from a compound word. R11. Blend syllables to make a familiar word. R12. Segment a familiar word into syllables. R13. Delete a syllable from a familiar word. R14. Identify words that have the same initial syllable. R15. Blend onset (initial consonant and consonants) and rime (vowel to end) to form a familiar word. R16. Segment the onset and rime of a familiar word. R17. Delete the onset of a familiar word. R18. Identify spoken word pairs that have the same or different initial consonant sounds. R19. Identify one word form a spoken set of three that does not begin with the same initial sound as the other two. R20. Produce words with the same initial sound (single consonant alliteration). R21. Produce the initial sound in a word, with pictorial support. R22. Blend two and three phonemes into a word. R23. Segment two- and three-phoneme words. R24. Identify pictured word pairs that have the same or different initial or final sounds. R25. Produce new words by deleting initial or final phonemes. R26. Substitute initial vowel sound. R27. Identify spoken word pairs that do and do not rhyme. R28. Identify one word from a spoken set of three that does not rhyme with the other two. R29. Produce rhyming words (real or nonsense).



. Lan

guag

e an

d Li

tera

cy

C. R

eadi

n g

Emer

gent

Lite

racy

: Rea

ding

Alp

habe

t Kno

wle

dge

(Let

ter-

Soun

d R

elat

ions

hips

/Pho

nics

)

R30. Produce new words by substituting a single initial consonant phoneme in a word to create a new word. R31. Link the first letter in his or her own name to its sound. R32. Link the first letter in the names of several peers to its sound. R33. Recognize letter sounds (at least 20).

R34. Product the correct sound for 10-15 letters.



. Lan

guag

e an

d Li

tera

cy

C. R

eadi

n g

3. Shows appreciation and understanding of books and reading.

Emer

gent

Lite

racy

: Rea

ding

Com

preh

ensi

on o

f Te

xt R

ead

Alo

ud

R35. Listen to books read aloud and discuss. R36. Gain appreciate for and awareness of diverse genres. R37. Recollect, talk, and write about books. R38. R13. Demonstrate understanding by asking and answering questions. R39. Draw on understanding to predict events and story elements. R40. Understand the different purposes of different texts. R41. . Use background knowledge before, during, and after reading. R42. Use evidence from text to support opinions, interpretations, or conclusions. R43. Learn from books and use knowledge for higher level thinking: Categorize and classify information Understand cause-and-effect relationships Compare and contrast information Understand graphic sources

Emer

gent

Lite

racy

: Rea

ding

Lite

rary

Ele

men

ts a

nd R

espo

nse

R44. Distinguish realism and fantasy. R45. Understand characters’ traits, actions, feelings, motives, and plans. R46. Use knowledge of setting to understand stories. R47. Use story structure and understanding of plot to interpret stories.

R48. Distinguish the roles of author and illustrator.

R49. Reflect on reading and respond (through talk, movement, art, and so on).



. Lan

guag

e an

d Li

tera

cy

C. R

eadi

n g

4. Recounts some key ideas and details from text.

Emer

gent

Lite

racy

: Rea

ding

Com

preh

ensi

on o

f Te

xt R

ead

Alo

ud

R50. Demonstrate understanding of stories through recall of events and retelling.

II. L

angu

age

and

Lite

racy

D. W

ritin

g

1. Represents ideas and stories through pictures, dictation, and play.

Emer

gent

Lite

racy

: Writ

ing

Writ

ing

Writ

ing

to C

onve

y M

eani

ng/W

ritin

g C

onve

ntio

ns

W1. Uses scribbles, shapes, pictures, and letters to convey meaning in many settings and for many purposes. W2. Compose, dictate, or write messages or stories.

2. Uses letter-like shapes, symbols, and letters to convey meaning. W3. Write first name. W4. Attempt to write last name. W5. Use letters or symbols to represent words. W6. Write known letters, both independently and on request. W7. Scribbles or write more or less in horizontal lines. W8. Scribbles and/or writing start at the top of the page. W9. Scribbles and/or writing start at the left side of the paper and progress to the right.

3. Understands purposes for writing.

W10. Participate in shared and interactive writing.



. Lan

guag

e an

d Li

tera

cy fo

r Eng

lish

Lang

uage

Lea

rner

s E.

Lis

teni

ng fo

r Eng

lish

Lang

uage

Lea

rner

s 1. Gains meaning by listening.

L-ELL1. Listen and respond appropriately in conversations and discussions L-ELL2. Listen to questions and respond appropriately

2. Follows directions. L-ELL3. Follow two- and three-step directions

F. P

hono

logi

cal A

war

enes

s for

Eng

lish

Lang

uage

Lea

rner

s.

1. Develops awareness of the sounds of English.

PA-ELL1. Discriminate environmental sounds PA-ELL2. Sequence sounds


WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

G. S

peak

ing

for E

nglis

h La

ngua

ge L

earn

ers

1. Speaks in social situations.

S-ELL1. Engage in conversation and use language for basic purposes S-ELL2. Participate in conversations in small and large settings appropriately


III. Mathematical ThinkingWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

III.

Mat

hem

atic

al T

hink

ing

A. P

roce

sses

and

Pra

ctic

es

1. Begins to make sense of problems and uses simple strategies to solve them.

Mat

hem

atic

s

Add

ing

to/T

akin

g aw

ay &

Cla

ssifi

catio

n an

d Pa

ttern

s

PP1. Use informal strategies to share or divide up to 10 items equally.

2. Reasons quantitatively and begins to use some tools. PP2. Use concrete models for adding up to five objects. PP3. Use concrete models for subtracting 1 to 5 objects from a set.

3. Uses words and representations to describe mathematical ideas.

PP4.Make a verbal word problem for adding up to five objects. PP5. Make a verbal word problem for subtracting 1 to 5 objects from a set.

4. Begins to recognize patterns and makes simple generalizations.

PP6.Sort objects that are the same and different into groups. PP7. Describe how groups are similar and different. PP8.Collect data and organize it in a graphic representation. PP9. Recognize patterns.

B. N

umbe

r

1. Counts with understanding.

Mat

hem

atic

s

Cou

ntin

g

N1. Demonstrate that objects, or parts of objects, can be counted. N2. Use words to rote count from 1 to 30. N3. Count 1-10 items, with one count per item.

2. Shows beginning understanding of number and quantity.

N4. Demonstrate that the order of a counting sequence is always the same, regardless of what is counted. N5. Demonstrate that the last count indicates how many items were counted. N6. Demonstrate understanding that when counting, items can be chosen in any order. N7. Use verbal ordinal terms. N8. Verbally identify, without counting, the number of objects from 1 to 5 (subitizing). N9. Recognize one-digit numerals, 0 to 9.



I. M

athe

mat

ical

Thi

nkin

g C. O

pera

tions

and

Alg

ebra

ic T

hink

ing

1. Understands and begins to apply addition and subtraction to problems.

Mat

hem

atic

s

Add

ing

To /

Taki

ng A

way

OA1.Make a verbal word problem for adding up to five objects. OA2. Make a verbal word problem for subtracting 1 to 5 objects from a set.

D M

easu

rem

ent

1. Orders, compares, and describes objects according to a single attribute. (be sure we can see vertical sub head “D.Measurement”to the left and to the right))

Mat

hem

atic

s

Mea

sure

men

t and

Spa

tial S

ense

M1. Recognize and compare the heights, weights, and lengths of people or objects.

2. Participates in measuring activities. M2. Recognize how much can be placed within an object.

M3. Use language to describe concepts associated with the passing of time.



I. M

athe

mat

ical

Thi

nkin

g

F. G

eom

etry

1. Shows understanding of and uses several positional words.

Mat

hem

atic

s

Geo

met

ry a

nd S

patia

l Sen

se

G1Demonstrate use of location words.

2. Begins to recognize and describe the attributes of shapes G2. Name common shapes. G3. Slide, flip, and turn shapes to demonstrate that the shape remains the same.

3. Composes and decomposes shapes. G4. Create shapes.


IV. Scientific ThinkingWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

IV. S

cien

tific

Thi

nkin

g

A. I

nqui

ry S

kills

and

Pra

ctic

es

1. Asks questions and begins to solve problems that arise during explorations.

Scie

nce

Scie

ntifi

c Pr

inci

ples

/Thi

nkin

g/In

quiry

Phy

sica

l/Life

/Ear

th/S

pace

Sci

ence

I1. Know and apply the concepts, processes, and principles of scientific inquiry. I2. Ask questions about objects, organisms, or events in the environment. I3. Describe and record observations. I4. Make predictions and perform simple investigations.

2. Use senses and simple tools to explore solutions to problems.

I5. . Identify and use simple tools, measuring devices, and equipment in investigation, and investigations, and demonstrate and explain their safe use.

3. Makes meaning from explorations, and generates ideas and solutions based on their own observations of the natural and human-made worlds.

I6. Observe and describe the life cycles of plants and a variety of animals.. I7. Observe and describe plant, animal, and human behavior across seasons.

4. Communicates experiences, observations, and ideas with others through conversations, representations, and/or behavior.

I8. Identify and describe the physical and behavioral characteristics of organisms, including relationships of organisms to their environment. I9. Describe forces in nature and the effects of those forces. I10. Demonstrate the importance of caring for our environment and planet.


WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills IV

. Sci

entif

ic T

hink

ing

B. P

hysi

cal S

cien

ce

1. Explores the properties of objects and materials, and how they change.

Scie

nce

Phys

ical

Sci

ence

s

PS1. Describe and compare properties and characteristics of common objects. PS2. Investigate and describe state of matter.

2. Explores how objects and materials move in different circumstances.

PS3. Investigate and describe the position and movement of objects.

3. Explores and describes light and sound. PS4. Investigate and describe sources of energy, including light, heat, and electricity.

C. L

ife S

cien

ce 1. Explores the characteristics of living things.

Life

Sci

ence

s

LS1. Describe and compare the characteristics that differentiate living from nonliving things.

2. Explores the needs of living things. LS2. Observe and identify the basic requirements of living things.

D. E

arth

Sci

ence

1. Observes the sky and the natural and human-made objects in it.

Earth

and

Spa

ce S

cien

ce ES1. Identify and discuss objects in the sky.

2. Explores rocks, water, soil, and sand. ES2. Identify and compare earth materials, their properties, and their

uses.

3. Observes weather and seasonal changes. ES3. Investigate and observe changes in daily weather. ES4. Describe changes in the earth and sky during different types of weather and times of day.


V. Social StudiesWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

V. S

ocia

l Stu

dies

A. P

eopl

e, P

ast a

nd P

rese

nt

1. Identifies similarities and differences in personal and family characteristics.

Soci

al S

tudi

es

Peop

le P

ast a

nd P

rese

nt &

Geo

grap

hy

PPP1. Identify similarities and difference in characteristics of people (the activities, language, physical characteristics, and likes and dislikes of family members, peers, and other familiar people). PPP2. Recognize similarities in family and community celebrations and events in own and other cultures. PPP3. Develop a sense of past, present, and future through experiences with consistent daily events and routines. PPP4. Recall recent past events (using day and week time-relationship Vocabulary). PPP5. Connect past events and present and future events (using day and week time-relationship vocabulary). PPP6. Identify similarities and differences in characteristics of families and begin to understand family needs, roles, jobs, and relationships. PPP7. Demonstrate an emerging awareness and respect for abilities, cultures, and ethnicities.

2. Demonstrates beginning awareness of community, city, and state.

PPP8. Identify and describe common features in the home, school, and community environment and create simple representations of these. PPP9. Develop awareness of own community and how it is similar to and different from other communities.


WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills V

. Soc

ial S

tudi

es

B. H

uman

Inte

rdep

ende

nce

1. Begins to understand family needs, roles, and relationships.

Soci

al S

tudi

es

Econ

omic

s & T

echn

olog

y

HI1. Understand that all people need food, clothing, and shelter. HI2. Understand basic concepts such as wants and needs, producing and selling, and buying and consuming.

2. Identifies some people’s jobs and what is required to perform them. HI3. Describe roles and responsibilities of community workers. HI4. Apply knowledge of classroom responsibilities by participating in classroom jobs.

3. Begins to be aware of technology and how it affects their life. HI5. Use computer software or online sources to learn or create. HI6. Learn new information through interaction with technology. HI7. Follow oral or visual directions to operate computers, recording devices, and software programs. HI8. Demonstrate understanding and use of the parts of a computer.

C. C

itize

nshi

p an

d G

over

nmen

t

1. Demonstrates awareness of rules.

Citi

zens

hip

CG1. Demonstrate awareness of the reason for rules. CG2. Identify and describe cause and effect as they relate to personal experience and age-appropriate stories.

2. Shows awareness of what it means to be a leader. CG3. Participate in voting as a method of making choices in group decision-making and develop awareness of the roles of leaders. CG4. Discuss valued qualities, such as honesty, courtesy, kindness, fairness, and self-control.



. Soc

ial S

tudi

es

D. P

eopl

e an

d W

here

The

y Li

ve

1. Describes the location of things in the environment.

Soci

al S

tudi

es

Geo

grap

hy

P1. Use and respond to words that indicate direction and relative position

2. Shows awareness of the environment.

P2. Identify and describe common features in the home, school, and community environment and create simple representations of these.

3. Shows some awareness of ways people affect their environment. P3. Develop awareness of own community and how it is similar to and from other communities.


VI. The Arts WSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

VI.

The

Arts

A. E

xpre

ssio

n an

d R

epre

sent

atio

n

1. Participates in group music experiences.

Fine

Arts

M

usic

and

Mov

emen

t/Dra

mat

ic E

xpre

ssio

n/A

rt

ER1. Participate in group music activities.ER2. Listen to a variety of styles of music, alone or with others. ER3. Explore music by playing with musical instruments. ER4. Use movement and music for play and self-expression.

2. Participates in creative movement, dance, and drama. ER5. Use movement and dance to show feelings or convey meaning. ER6. Create or recreate stories, poems, and life experiences through drama. ER7. Create props and simple costumes to aid in the dramatization of a story. ER8. Use voice and movements to create characters.

3. Uses a variety of art materials for tactile experience and exploration. ER9. Describe own artwork. ER10. Use a variety of materials for sensory experience and exploration. ER11. Notice and use colors, shapes, space, textures, and objects in the environment in artwork. ER12. Use art for self-expression. ER13. Create artwork inspired by own imagination or by world around self.



I. Th

e A

rts

B. U

nder

stan

ding

and

App

reci

atio

n 1. Responds to artistic creations or events.

Fine

Arts

Art

& D

ram

atic

Exp

ress

ion

UA1. Develop audience skills by observing performances. UA2. Comment on the artwork of others.


VII. Physical Development, Health and SafetyWSS Domain-Component-Performance Indicator OWL Domain-Area of Learning-Skills

VII

. Phy

sica

l Dev

elop

men

t, H

ealth

and

Saf

ety

A. G

ross

Mot

or D

evel

opm

ent

1. Moves with increased balance and control.

Phys

ical

Dev

elop

men

t

Gro

ss M

otor

Dev

elop

men

t

GM1. Develop stamina and flexibility.GM2. Demonstrate ability to maintain balance. GM3. Can stand and hop on one foot. GM4. Can walk, jog, jump, gallop, and skip.

2. Coordinates combined movement patterns to perform simple tasks. GM5. Coordinate body movements to perform simple tasks. GM6. Control personal speed and directionality. GM7. Move from one space to another in a variety of ways (running, jumping, hopping, skipping). GM8. Move in rhythm to simple tunes and music patterns.

B. F

ine

Mot

or D

evel

opm

ent

1. Uses emerging strength and control to perform simple tasks.

Fine

Mot

or D

evel

opm

ent

FM1. Demonstrate fine-motor control when performing simple tasks.

2. Uses eye-hand coordination to perform tasks.

FM2. Demonstrate eye-hand coordination to perform fine-motor tasks.

3. Shows beginning control of writing, drawing, and art tools. FM3 Use a variety of tools to build grasp-and-release skill. FM4. Use pincer control to manipulate objects. FM5. Draw recognizable pictures and shapes.



II. P

hysi

cal D

evel

opm

ent,

Hea

lth a

nd S

afet

y

C. S

elf-

Car

e, H

ealth

, and

Saf

ety

1. Performs some self-care tasks independently.

Phys

ical

Dev

elop

men

t

Fine

Mot

or D

evel

opm

ent &

Sci

ence

SC1. Demonstrate ability to perform self-help tasks (buttoning, zipping, snapping).

2. Follows basic safety rules with reminders. SC2. Practice good habits of personal safety. SC3. Practice good habits of personal health and hygiene, including habits of good nutrition and exercise.

Date post:	08-Feb-2018
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