Maine’s Early Learning and Development StandardsMaine Department of Education / Maine Department of Health & Human Services - March 2015 CROSSWALK
with HighScope COR Advantage**For full list of COR Advantage Content Areas and Items see end of this document.
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STANDARDS FOR SOCIAL AND EMOTIONAL DEVELOPMENT Emotional Development- Self Concept MLR Health Education: Section
A1 Self-Knowledge and Self-Concept
Develops and communicates a growing awareness of self as having certain abilities, characteristics, preferences and rights
Has an awareness of self as having certain abilities, characteristics, preferences and rights
FF Level 5: Child compares his or her own and others' family characteristics
Identifies interests, skills, and habits of mind that build a positive self-concept
Chooses individual activities
Demonstrates self-direction by making choices among peers, activities and materials
A Level 3: Child expresses a plan with a simple sentence and follows through
Identifies and demonstrates the skills, behaviors, and attitudes that lead to success in schoolwork
Expresses self in different roles during pretend play
Takes on new tasks and improves skills with practice
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials K Level 4: Child performs a personal care task independently
Compares self with others Initiates actions or activities with peers
F Level 4: Child shows a preference for one or more friends
Expresses own ideas and opinions
Expresses delight over a successful project and want others to like it too
E Level 4: Child engages in conversation with an adult and takes two or more turns
Demonstrates healthy ways to express needs, wants, and feelings
Demonstrates confidence in K Level 5: Child makes a healthy Makes requests to promote
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own abilities and delights in the mastery of a skill
choice and explains why it is good for him or her
personal health
Demonstrates an understanding of and follows through with basic responsibilities
G Level 4: Child reminds others of classroom routines and social expectations
Demonstrates listening skills to enhance health
Development-Self-Regulation MLR Personal and Social Skills and Knowledge: Section I
Begins to tell and follow basic safety guidelines and requirements
Expresses self in safe and appropriate ways through words and actions
D Level 5: Child controls the expression of his or her feelings
Demonstrates cooperative skills by taking turns and sharing while participating in physical activities
Shows progress in appropriately expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others or property
Seeks peaceful resolutions to conflict
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
Demonstrates increasing competency in recognizing and describing own and others’ emotions
Stops and listens to instructions before jumping into activity, with guidance
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
Demonstrates responsible behavior by following procedures for safe behaviors, including maintaining appropriate personal space
Develops increased capacity to share materials or caregiver/teacher’s attention
Follows rules and routines G Level 4: Child reminds others of classroom routines and social expectations
Shows increased ability to wait for his/her turn in a simple game or for use of equipment
Respects the rights and property of others
D Level 5: Child controls the expression of his or her feelings
Will use private or inner speech to help remember the rules and standards of behavior
Uses materials appropriately D Level 5: Child controls the expression of his or her feelingsAND XLevel 2: Child uses art
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materials to build, make discrete marks, or to mold or flatten
Uses materials and equipment purposefully, safely and respectfully
Is able to share materials or caregiver’s/teacher’s attention
A Level 5: Child stays with his or her plan for a substantial part (at least 20 minutes) of work time (Choice Time/Free Play)
Begins to accept consequences of own actions
Can wait for turn in simple game or use of equipment
D Level 5: Child controls the expression of his or her feelings
MLR Health Education: Section A3 Interpersonal Skills
Listens with interest and understanding to directions
Accepts consequences of own actions
D Level 5: Child controls the expression of his or her feelings
Accepts responsibility for personal behavior
Listens with interest and understanding during conversations
Regulates own emotions and behaviors
D Level 5: Child controls the expression of his or her feelings
Manages conflict
Refrains from disruptive, aggressive, angry or defiant behaviors
D Level 5: Child controls the expression of his or her feelings
Demonstrates ability to get along with others
Asks what and why questions to understand effects of behavior
D Level 3: Child explains the reason behind an emotion
Follows established rules/etiquette for observing/listeningDemonstrates safe behavior
Emotional Development- Sympathy and Empathy MLR Health Education: C3 Influences on Decision Making
Realizes and expresses how another child might feel
Expresses empathy for others FF Level 4: Child identifies similarities or differences in people's personal characteristics
Demonstrates awareness of feeling during pretend play
Comforts physically hurt or emotionally upset child through appropriate words or actions
FF Level 4: Child identifies similarities or differences in people's personal characteristics
Recognizes other children’s kind behaviors
Labels own emotions and, increasingly, the emotions of others
D Level 3: Child explains the reason behind an emotion
Demonstrates understanding of the consequences of own actions
D Level 3: Child explains the reason behind an emotion
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on others Understands the reasons for rules and routines within the group and accepts them
G Level 4: Child reminds others of classroom routines and social expectations
Asks “what” and “why” questions to understand effects of behavior
D Level 3: Child explains the reason behind an emotion
Identifies people and experiences that influence decision-making in various settings
Shows progress in expressing feelings, needs, and opinions, in difficult situations and conflicts, without harming self, others, or property
D Level 4: Child tries at first to control how her or she expresses emotions, but then resorts to physical expression
Emotional Development- Adapting to Diverse Settings Explores objects and materials, and interacts with others in a variety of new settings
Demonstrates ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/ attendance
DD Level 5: Child identifies a change in a material or the environment and a possible cause
Begins to demonstrate ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group sizeattendance
Adjusts to transitions from one activity setting to the next during the day with appropriate emotions and behaviors
G Level 3: Child transitions between parts of the daily routine
Anticipates with assistance what will be needed in diverse settings
CC Level 3: Child describes a change in an object or situation
Follows rules in diverse settings G Level 4: Child reminds others of classroom routines and social expectations
Social Development- Building Relationships with AdultsSeparates with assistance from significant adults, without undue anxiety, in familiar settings
Asks questions and checks with an adult before deviating from rules and routines
G Level 4: Child reminds others of classroom routines and social expectations
Approaches adults for Seeks adult help when needed for H Level 4: Child engages in Demonstrates ways to respond to
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assistance emotional support conflict resolution (with adult support) by offering a solution and agreeing on a solution
unwanted, threatening, or dangerous situations including telling a trusted adult if threatened or harmed
Offers to assist adults Confides in at least one adult E Level 4: Child engages in conversation with an adult and takes two or more turns
Expresses affection for significant adults
Works independently and asks for help only when necessary
A Level 5: Child stays with his or her plan for a substantial part (at least 20 minutes) of work time (Choice Time/Free Play)
Follows caregivers’/teachers’ guidance for appropriate behavior in different environments
Works cooperatively with an adult to plan and organize activities and solve problems
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
Interacts appropriately with familiar adult(s) and peers
Uses socially appropriate behavior with peers and adults such as helping, sharing and taking turns
E Level 5: Child involves an adult in an activity for an extended period of time by assigning a task or role to the adult, working with the adult toward a goal the child has in mind, or leading the adult in a complex pretend-play scenario; ANDF Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other children into their play
Identifies known safety roles and distinguishes between trusted and unknown adults
G Level 4: Child reminds others of classroom routines and social expectations.FF Level 4: Child identifies similarities or differences in people's personal characteristics, AND.
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FF Level 6: Child voices a sense of belonging to a community.
Social Development- Building Relationships with Children (MLR Health Education: Section
A3)Separates willingly from adults to play with friends
Participates cooperatively in large and small group activities
G Level 3: Child transitions between parts of the daily routine
Identifies social skills that influence interpersonal relationships in positive ways
Plays beside and interacts with peers
Participates in classroom and group routines
G Level 3: Child transitions between parts of the daily routine
Works as a member of a team
Shows enjoyment in playing with other children
Uses different turn-taking strategies
E Level 4: Child engages in conversation with an adult and takes two or more turns
Accepts/gives/uses constructive feedback
Participates in group glee Shows increasing abilities to use compromise and discussion in play, and resolution of conflicts with peers
H Level 5: Child negotiates a solution to a conflict with another child on his or her own (without adult help)
Demonstrates ethical behavior
Has at least one other friend and begins to show preference for particular playmate
Develops consideration for the needs or interests of peers
F Level 4: Child shows a preference for one or more friends
Leads or participates in planning cooperative play with others
Develops friendships with peers
F Level 4: Child shows a preference for one or more friends
Understands the concept of “mine” and “his/hers”
Notices and comments on who is absent from routine group settings
F Level 4: Child shows a preference for one or more friends
Joins a group of other playing children with adult prompts, as needed
Shows concern for personal fairness within a peer group
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
MLR Health Education: Section A3
Defends own rights and the rights of others
G Level 4: Child reminds others of classroom routines and social
Identifies social skills that influence interpersonal
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expectations relationships in positive ways
Gives social support to others G Level 4: Child reminds others of classroom routines and social expectations
Respects differences
Demonstrates knowledge that fairness involves a recognition that respects the needs of individuals as well as sharing and turn-taking
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
MLR Health Education: B1 Relationships Among Learning, Work, the Community and the Global Economy
Identifies and expresses self a part of several groups (e.g. family, preschool class, faith community, etc.)
FF Level 3: Child plays or talks about family or community roles
Identifies and demonstrates study habits, attitudes, and behaviors that lead to successful relationships
Uses play to explore, practice and understand social roles
AA Level 3: Child pretends by using words and actions to take on the role of a character or animate a figure
Joins in the middle of an on-going group activity with friends independently.
F Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other children into their play
Invents and sets up activities that include more than one child
F Level 5: Child plays collaboratively with two or more other children by contributing ideas and/or incorporating ideas from the other
Gives social support to others G Level 4: Child reminds others of classroom routines and social expectations
Social Development- Respecting Similarities and Differences Compares similarities or Names and accepts differences FF Level 4: Child identifies
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difference of others’ physical characteristics, interests, and abilities, may use self as a reference
and similarities in preferences similarities or differences in people's personal characteristics
Develops varied relationships with others based upon shared experiences and engagement in activities not based upon gender, ethnic background or special needs
Notices that other children might communicate differently or use different words for the same object
FF Level 4: Child identifies similarities or differences in people's personal characteristics
Carries on sustained interaction with adults in their world
Begins to examine a situation from others’ perspective
H Level 5: Child negotiates a solution to a conflict with another child on his or her own (without adult help)
Asks questions about other families, ethnicity, language, cultural heritage, and differences in physical characteristics
Shows concern about personal fairness within a peer group
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
Begins to demonstrate an understanding of inclusion or fairness through words and actions
AA Level 4: Child plays with two or more children, stepping out of the pretend play to give directions to another person,
STANDARDS FOR APPROACHES TO LEARNING Initiative & Curiosity Self-Knowledge and-Self Concept
Expresses (verbally or nonverbally) an interest in a widening range of topics, ideas, and tasks
Initiates participation in a widening ranges of topics, ideas, and tasks
A Level 4: Child makes and follows through on two or more unrelated plans
Identifies beliefs and behaviors, interests, skills and habits of the mind that build self-concept
Shows interest in how and why others do things
Invents projects and works on them with little assistance
A Level 5: Child stays with his or her plan for a substantial part (at least 20 minutes) of work time (Choice Time/Free Play)
Identifies and demonstrates skills, behaviors and attitudes that lead to success
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Develops increased ability to make independent choices
Wonders and asks questions about change in his/her world
DD Level 5: Child identifies a change in a material or the environment and a possible cause
Identifies and locates information and resources at home, at school and in the community that improve study habits, school work, or educational achievement
Explores materials and actively uses them to follow through on an idea
Uses “wh” questions to get information a variety of topics (why, who, what, where and when)
L Level 6: Child uses "what if" or "suppose" talk to spark a conversation about possibilities
Approaches tasks and activities with increasing flexibility, imagination, and inventiveness
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Invents games and new activities
F Level 5: Child plays collaboratively with two or more other children by contributing ideas andor incorporating ideas from the other children into their play
Engagement & Persistence Relationships Among Learning,
Work and Environment
Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy
Persists in and completes an increasing variety of tasks, activities, projects, and experiences despite frustrations
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Identifies and demonstrates study, habits, attitudes and behaviors that lead to successful relationships
Participates in an increasing variety of tasks and activities
Demonstrates resiliency and coping skills when faced with challenges (i.e. concentrates despite distractions and or
D Level 5: Child controls the expression of his or her feelings
The Planning Process
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increasingly manages own level of frustration)
Begins to sets goals, develops plans, and completes tasks
Chooses to leave a project and returns to it later for completion or elaboration
A Level 6: Child plans an follows through on a project that takes more than two days to complete
Identifies and gives examples of how they make choices and set personal goals for school
Demonstrates an increasing capacity to maintain concentration for a meaningful period of time
Sets goals, develops plans, and completes tasks with increasing independence
A Level 4: Child makes and follows through on two or more unrelated plans
Maintains concentration despite distractions
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Reflection & Problem-Solving Decision MakingRecognizes and attempts to solve problems through trial and error and by interacting with peers and adults
Predicts when something might be a problem or challenge
B Level 3: Child verbally identifies a problem with materials
Identifies experiences and behaviors that reflect decision making at school
Explains part, or all, of the problem when asking for help
Makes predictions about what will happen next
CC Level 4: Child makes a verbal prediction at random
Influences on Decision Making
Uses self-talk to guide when solving a problem
Looks for more than one solution to a question, task, or problem
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Identifies people and experiences that influence decision making in a variety of settings
Applies prior experiences, senses, and knowledge to new learning situations
CC Level 6: Child applies a conclusion he or she made from a previous experience to a new situation; ANDM Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier
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in the book or on his or her own experience
Considers and implements different approaches to carrying out a task
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Independently alters approach to tasks when initial approach does not work
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Discusses or documents important aspects of an experience and identifies what was learned
W Level 4: Child represents information (data) in abstract ways
Solves increasingly complex problems and an increased number of problems
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
STANDARDS FOR CREATIVE ARTS Visual Arts Uses a variety of art- making tools
Shows interest in different art media and materials in a variety of ways for creative expression and representation
X Level 2: Child uses art materials to build, make discrete marks, or to mold or flatten
Students use basic media, tools and techniques to create original art works
Shares art materials and begins to work with peers on a group artwork
Works collaboratively to create group art displays
F Level 5: Child plays collaboratively with two or more other children by contributing ideas and or incorporating ideas from the other children into their play
Students use Elements of Art and Principles of Design to create original art works
Chooses artwork to display and keep based on personal
Progresses in abilities to create drawings, paintings and other
X Level 5: Child makes a complex representation with many details
Students create art works that communicate ideas and feelings
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preferences art creations that reflect more detail, uniqueness, and/or realism
and demonstrate skill in the use of media, tools and techniques
Explores a variety of developmentally appropriate materials and media to create 2 and 3 dimensional artwork
Uses art materials safely and appropriately
G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine
Begins to use art materials safely and appropriately
Selects and describes the elements of personal artwork with teachers, other children and parents
X Level 6: Child notices how artistic features (such as color, line, and texture) connect to feelings and ideas
Observes and discusses artwork created by both adults and children
Movement and DanceResponds in movement to a variety of sensory stimuli (e.g. audio, visual, tactile)
Moves in response to tempo changes and different styles of music
Z Level 4: Child maintains a steady beat for at least eight beats
Students replicate tempo change using body movement
Engages in various types of music and rhythm activities through movement
Uses creative movement, planned or improvised, that expresses an idea or feeling
Z Level 5: Child describes how his or her movement is connected to a feature of music
Students develop a short dance sequence with a beginning, middle, and end
Demonstrates awareness of body in space and moves with developing control
Listens and cooperates in group creative movement/dances
Z Level 3: Child names and does a movement
Students participate in skits, puppet shows, theatre games and/or show and tell using movement skills
Music Recognizes different patterns of
Shows increasing ability to recognize tempo changes
Z Level 4: Child maintains a steady beat for at least eight beats
Students create or perform short musical selections of various
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tempo, rhythm and pitch and different styles of music
styles and genres accurately applying selected knowledge and skills of: proper posture and technique, notation, symbols; and terminology of dynamics
Develops ability to sing expressively
Sings songs with more complex and varied lyrics, patterns and notations
Y Level 5: Child sings all of the words in a familiar song
Listens to and explores various kinds of music and instruments, and natural sounds
Uses music and instruments to imitate and improvise songs, melodies, and patterns
Y Level 4: Child explores the sound of a simple rhythm instrument in three or more ways
Dramatic Play/Performance - Dramatic ExpressionBegins to use objects for other than their intended purpose during play
Uses objects for other than their intended purpose to create representations of real life objects or activities
AA Level 2: Child uses one object to stand for another object
Students select and make props, costumes, set pieces, and/or puppets, and practice using them appropriately
Begins to identify real and make- believe
Represents fantasy and real life experiences through pretend play and use of props and costumes
AA Level 3: Child pretends by using words and actions to take on the role of a character or animate a figure
Students identify the “who, what, where, when and why” of a dramatic performance they have participated in or seen.
Explores new and familiar situations through dramatic play
Uses pretend play to represent known or anticipated situations
AA Level 4: Child engages in repetitive pretend-play scenarios
Students demonstrate a character by participating in skits, puppet shows, and or theatre games
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Performance Creates characters through
physical movement, gesture, sound, speech and facial expressions
AA Level 3: Child pretends by using words and actions to take on the role of a character or animate a figure
Recreates dramatic play experiences, stories or poems for an audience
X Level 5: Child makes a complex representation with many details
STANDARDS FOR EARLY LANGAUGE AND LITERACY Speaking and Listening - Comprehension & Collaboration Comprehension & CollaborationBegins to engage in collaborative conversations about preschool topics and texts with peers and adults in small & larger groups: • Begins to follow agreed-upon
rules for discussions (e.g., listening to others & taking turn speaking about the topics & texts under discussion)
• Begins to engage in
conversations with multiple exchanges
Increases ability to engage in collaborative conversations about preschool topics and texts with peers and adults in small & larger groups: • Follows agreed-upon rules for
discussions (e.g., listening to other & taking turn speaking about the topics & texts under discussion)
• Engages in conversations with
multiple exchanges
E Level 4: Child engages in conversation with an adult and takes two or more turns
Participates in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: • Follows agreed-upon rules for discussions (e.g. listening to other & taking turn speaking about the topics & texts under discussion). • Continues a conversation through multiple exchanges.
Begins to confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions
Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering questions
M Level 4: Child retells (remembers) three or more details in a story or book
Confirms understanding of atext read aloud or information presented orally or through other media by asking & answering questions about key details & requesting clarification if
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something is not understood.
Begins to ask questions in order to seek help, get information, or clarify something that is not understood
Asks questions in order to seek help, get information, or clarify something that is not understood
D Level 3: Child explains the reason behind an emotion
Asks & answers questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge & Ideas Presentation of Knowledge & Ideas
Begins to describe familiar people, places, things, and events
Describes familiar people, places, things, and events, and, with prompting and support, begins to provide additional detail
L Level 3: Child talks about real people or objects that are not present
Describes familiar people, places, things, and events, and with prompting and support, provides additional detail
Begins to add drawing or other visual displays to descriptions to provide additional detail
X Level 4: Child makes simple representations with a few details
Adds drawing or other visual displays to descriptions as desired to provide additional detail
Begins to speak audibly and with prompting and support,expresses thoughts, feelings, and ideas
Speaks audibly most of the time and expresses thoughts, feelings, and ideas
L Level 3: Child talks about real people or objects that are not present
Speaks audibly and expresses thoughts, feelings, and ideas clearly
Language Standards - Conventions of Standard English Conventions of Standard EnglishBegins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: • Prints some letter and/or letter-
like symbols
Begins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: • Prints some upper- and
lowercase letters, and can write own name
R Level 4: Child writes five or more recognizable letters or numerals;
Demonstrates command of the conventions of standard English grammar and usage when writing or speaking:
• Prints many upper- and lowercase letters • Uses frequently occurring nouns and verbs • Forms regular plural nouns
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• Uses frequently occurring nouns and verbs
• Begins to form some regular
plural nouns orally by adding /s/ or /es? (e.g. dog, dogs; wish, wishes)
• Begins to understand question words (e.g. who, what, where, when, why, how)
• Begins to understand the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)
• Begins to speak in complete sentences
• Uses frequently occurring nouns and verbs
• Begins to form regular plural
nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes)
• Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how)
• Begins to use the most
frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)
• Demonstrates the ability to
speak in complete sentences
L Level 4: Child uses the pronouns he, she, him, her, his, and hers correctly
N Level 4: Child points out that two words do not rhyme
D Level 3: Child explains the reason behind an emotion
L Level 5: Child uses a clause that starts with when, if, or since in a complex sentence
L Level 3: Child talks about real people or objects that are not present
orally by adding /s/ or /es (e.g., dog, dogs; wish, wishes)Understands & uses question words (interrogatives) (e.g. who, what, where, when, why, how) • Uses the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with) • Produces and expands complete sentences in shared language activities
Begins to use standard English capitalization, punctuation, and spelling when writing: • Capitalizes the first letter in
own name • Begins to recognize
punctuation (e.g., ., ?, !) • Begins to write letters to
represent sounds
R Level 5: Child combines letters to form words (other than his or her own name) for a purpose
R Level 4: Child writes five or more recognizable letters or numerals
R Level 5: Child combines letters to form words (other than his or her name) for a purpose
R Level 4: Child writes five or
Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing: • Capitalizes the first word in a sentence and the pronoun I • Recognizes & names end punctuation • Writes a letter or letter for most consonant and shortvowel sounds (phonemes)
• Spells simple words
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• Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships
more recognizable letters or numerals
phonetically, drawing on knowledge of sound-letter relationships
Vocabulary Acquisition & Use Vocabulary Acquisition & UseBegins to ask and answer questions about the meanings of new words and phrases introduced through books, activities and play: • Begins to generate words that
are similar in meaning (e.g. happy/glad, angry/mad)
Asks & answers questions about the meanings of new words and phrases introduced through books, activities and play: • With prompting and support,
generates words that are similar in meaning (e.g. happy/glad, angry/mad)
M Level 4: Child retells (remembers) three or more detains in a story or book
Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on kindergarten reading & content: • Identifies new meaning for familiar words & applies them accurately (e.g. knowing duck is a bird & learning the verb to duck) • Uses the most frequently occurring inflections and affixes (e.g.,-ed, -s, re-, un-,pre-,-ful, -less) as a clue to the meaning of an unknown word
Begins to explore word relationships and meanings: Begins to sort common
objects into categories (e.g. big/small, living/nonliving)
Begins to apply words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy)
Explores word relationships and meanings:
Sorts common objects into categories (e.g. big/small, living/nonliving)
Applies words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy)
BB Level 3: Child sorts or matches things and may identify things as being the same or different
M Level 3: Child adds to a conversation by connecting the topic to his or her own experience
Explores word relationships and nuances in word meanings: Sorts common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent • Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) • Identifies real-life connections between words and
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Begins to distinguish shades of meaning among verbs describing the same general action by acting out the meanings
Z Level 3: Child names and does a movement
their use • Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings
Begins to use words and phrases acquired through conversations, listening to books read aloud, activities, and play
Uses words and phrases acquired through conversations, listening to books read aloud, activities, and play
M Level 3: Child adds to a conversation by connecting the topic to his or her own experience
Uses words and phrases acquired through conversations, reading and being read to, and responding
Reading Standards for LiteratureWith prompting and support: With prompting and support: With prompting and support:Engages and interacts during story reading
Asks and answers questions about simple stories
M Level 4: Child retells (remembers) three or more detains in a story or book
Asks and answers questions about key details in a text
Retells information from a story Retells at least one major event from a simple story
M Level 4: Child retells (remembers) three or more detains in a story or book
Retells familiar stories, including key details
Demonstrates understanding of whom or what a story is about
Identifies main characters in simple stories
Q Level 5: Child explains why he or she likes a particular book or series of books
Identifies characters, settingsand major events
Craft & Structure Craft & StructureMakes observations about words and pictures in books
Asks questions about unknown words and phrases in stories
Asks and answers questions about unknown words in a text
Begins to recognize that there are different text structures, such as stories, poems, and songs
Recognizes common types of texts (e.g., storybooks, poems)
Begins to understand that a book has a title, author & illustrator
Begins to describe the roles of authors & illustrators
Begins to name the author and illustrator of a story and define the role of each
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Integration of Knowledge & Ideas Integration of Knowledge & IdeasMakes observations about the use of words and pictures
Retells stories using both storybook language and pictures
M Level 4: Child retells (remembers) three or more details in a story or book
Describes the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)
Begins to make connections between a story or poem and one’s own experiences
Begins to make connections between characters in familiar stories
M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience
Compares and contrasts the adventures and experiences of characters in familiar stories
Reading & Level of Text Complexity Reading & Level of Text Complexity
Seeks out experiences (individually and in groups) with pictures, books, and other print materials
Participates in (individually and in groups) a variety of age-appropriate print materials
Q Level 4: Child Selects or requests a particular book
Actively engages in group reading activities with purpose and understanding
Reading Standards for Informational Text - Details-Informational Text Details-Informational TextWith prompting and support: Engages and interacts during reading of an informational text
With prompting and support: Asks and answers questions about an informational text read aloud
M Level 4: Child retells (remembers) three or more details in a story or book
Asks and answers questions about key details in a text
Recognizes that books provide information about the world
Recalls important facts from an informational text after hearing it read aloud or studying particular pages/visuals
M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience
Identifies the main topic and retell key details of a text
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Recalls some information from an informational text read aloud or shared visually
Represents or acts out concepts learned from hearing an informational text read aloud (e.g. makes a skyscraper out of blocks at the sensory table)
M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book or on his or her own experience; ANDX Level 4: Child makes simple representations with a few details
Describes the connection between two individuals, events, ideas, or pieces of information in a text
Structure-Informational Text Structure-Informational TextMakes observations about words and pictures in an informational text
Asks questions about unknown words and phrases in informational texts read aloud or shared visually
Asks and answers questions about unknown words in a text
Begins to display appropriate book-handling behaviors- orients book as if to be read, points to title, turns pages in a single direction
Identifies front cover and back cover of a book and title
Identifies the front cover, back cover, and title page of a book
Begins to understand that books have titles, authors, and illustrators
Begins to describe the role of authors and illustrators
Names the author and illustrator of a text and defines the role of each in presenting the ideas or information in a text
Integration of Knowledge Ideas Integration of Knowledge IdeasDescribes important details from a photograph or illustration
Describes important information from text and pictures/photos/ graphics
W Level 5: Child interprets information (data) from a representation
Describes the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Identifies the reason an author gives to support points in a text
Begins to recognize that Recognizes that information on a Identifies basic similarities in and
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information on a topic can be found in more than one text
topic can be found in more than one text
differences between two text on the same topic (e.g., in illustrations, descriptions, or procedures)
Range of Reading Level of Text Complexity Range of Reading Level of Text Complexity
Seeks out experiences with informational text materials
Participates individually and in groups in a variety of age-appropriate informational text materials
Q Level 4: Child Selects or requests a particular book
Actively engages in group reading activities with purpose and understanding
Reading Standards: Foundational Skills Print Concepts Print ConceptsBegins to display appropriate book-handling behaviors and begin to recognize print conventions:
• Holds a book as if to read, point to title, and opens book and turns pages in single direction
• Recognizes print as something that can be read
• Recognizes and names the letters of his/her first name
Displays appropriate book-handling skills and knowledge of print conventions: • Begins to track print from left
to right and top to bottom
• Recognizes that print is something that is read and has specific meaning
• Begins to demonstrate that
words are separated by spaces in print
• Recognizes and names at least 15-20 upper and 15-20 lower case letters.
Q Level 2: Child looks at a book front to back and turns the pages one at a time
P Level 4: Child reads two or more words
R Level 5: Child combines letters to form words (other than his or her name) for a purpose
O Level 4 +10: Child identifies 10 or more letters. [Note known letters]
Demonstrates understanding of the organization and basic features of print: • Follows words from left to right, top to bottom, and page by page • Recognizes that spoken words are represented in written language by specific sequences of letters • Understands that words are separated by spaces in print • Recognizes and names all upper and lower case letters of the alphabet
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Phonological Awareness Phonological AwarenessWith prompting and support: Demonstrates an understanding of spoken words and syllables:
• Begins to recognize rhyming words
• Begins to count, pronounce,
blend, and segment syllables in their own names
• Begins to isolate and pronounce the initial sounds (phonemes) in their own name and in some words
With prompting and support: Demonstrates understanding of spoken words, syllables, and some beginning sounds (phonemes): • Recognizes and produces
rhyming words • Counts, pronounces, blends,
and segments syllables in spoken words
• Blends and segments onsets and
rimes of single-syllable words • Isolates and pronounces the
initial and final sounds (phonemes) in single syllable words and their name
• Begins to add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new words
N Level 5: Child points out that two words (real or made up start with the same sound
N Level 3: Child spontaneously says real or made-up rhyming words
N Level 5: Child points out that two words (real or made-up_ start with the same sound
N Level 5:
N Level 6: Child identifies the beginning and ending phonemes in a word
N Level 3: Child spontaneously says real or made-up rhyming words
Demonstrates understanding of spoken words, syllables, and sounds (phonemes): • Recognizes and produces rhyming words • Counts, pronounces, blends, and segments syllables in spoken words • Blends and segments onsets and rimes of singlesyllable words • Isolates and pronounces the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonantvowel-consonant) words • Adds or substitutes individual sounds (phonemes) in simple, one-syllable words to make new words
Phonics & Word Recognition Phonics & Word RecognitionWith prompting and support: • Begins to recognize that letters
represent sounds • Begins to recognize own name
With prompting and support, applies beginning phonics and word analysis skills: • Links a sound to a picture of an
object that begins with that P Level 3: Child identifies what a common symbol represents
Knows and applies gradelevel phonics and word analysis skills in decoding words: • Demonstrates basic knowledge of one-to-one letter-sound correspondence by
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and the names of other children in the classroom and common print around the classroom
sound. • Begins to link a sound to the
corresponding printed letter • Recognizes names of other
children in the classroom and common print around the classroom.
O Level 4: Child identifies 10 or more letters
P Level 4: Child reads two or more words
producing the primary or many of the most frequent sound for each consonant • Associates the long and short sounds with common spellings (graphemes for the five major vowels) • Reads common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are do, does) • Distinguishes between similarly spelled words by identifying the sounds of the letters that differ
Fluency FluencyAttends to fluent models of reading
Attends to fluent models of reading
M Level 5: Child predicts what will happen next in an unfamiliar story or book and gives a reason based on what happened earlier in the book. . .
Reads emergent-reader texts with purpose and understanding
Begins to imitate fluent models of reading
Imitates fluent models of reading
M Level 5 ASSESSES IT
Writing Standards Text Types and Purposes of Writing Text Types and Purposes of
WritingWith prompting and support, uses a combination of drawing, dictating and emergent writing to: • Communicate ideas
With prompting and support, uses a combination of drawing, dictating and writing to: • Communicate opinions on
topics of interest (e.g., My R Level 5 : Child combines letters to form words (other than
Uses 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
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favorite food is…)
• Communicate information
about a topic
• Tell a story
his or her name) for a purposeANDX Level 4: Child makes simple representations with a few details
R Level 5: Child combines letters to form words (other than his or her name) for a purpose
R Level 6: Child writes a sentence, separating the words with spaces
opinion or preference about the topic or book • Compose informative/explanatory text in which they name what they are writing about and supply some information about the topic • Narrate a single event or several loosely linked events, tells about the events in the order in which they occurred, and provide a reaction to what happened
Production & Distribution of Writing Production & Distribution of Writing
With prompting and support: Shares drawing and writing with others
With prompting and support: Shares drawing and writing with peers to gather additional ideas and/or answer questions
R Level 4: Child writes five or more recognizable letters or numerals
With guidance & support from adults: Responds to questions and suggestions from peers and adds details to strengthen writing as needed
Recognizes that digital tools are used for communication and, with support and guidance, uses them to convey messages in picture and/or words
Recognizes that digital tools are used for communication and, with support and guidance uses them to convey messages in picture and/or words
EE Level 5: Child explains in a simple way how to make a piece of technology work
Explores a variety of digital tools to produce and publish writing, including in collaboration with peers
Research to Build & Present Knowledge-Writing Research to Build & Present Knowledge-Writing
Begins to participate in shared research and writing projects modeled by adults (e.g., community helpers)
Participates in shared research and writing projects modeled by adults (e.g. class explores how tadpoles become frogs and create visuals)
G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations
Participates in shared research and writing projects (e.g. explores a number of books by a favorite author & expresses opinions about them)
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ANDW Level 5: Child interprets information (data) from a representation
With guidance & support from adults, begins to recall some information from experiences or gather information from resources
With guidance and support, begins to recall information from experiences or gather information from different sources
CC Level 3-5: Child describes a change in an object or situation, makes a verbal prediction at random, and gives a reason for the result of his or her experiment
With guidance & support from adults, recalls information from experiences or gathers information from provided sources to answer a question
STANDARDS FOR PHYSICAL DEVELOPMENT AND HEALTH NutritionMakes known health-related needs and/or interests and considers possible options( i.e., when thirsty, asks for water)
Recognizes, chooses and eats a variety of healthy foods from various cultures
K Level 5: Child makes a healthychoice and explains why it is good for him or her
Recognizes that healthy behaviors impact personal health
Helps to set and clear the table for meals, recognizing the appropriate materials needed
Identifies foods by their food group and where the food comes from, and knows the difference between healthful foods and those with little nutritional value
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies basic health terms related to family life: nutrition; personal health; safety and injury prevention
Child serves self, taking food from one container to another, using utensils
Shows a growing awareness of nutrition and independence in hygiene, nutrition and personal care when eating
K Level 5: Child makes a healthy choice and explains why it is good for him or herANDJ Level 4: Child manipulates small object with dexterity and precision
Demonstrates age-appropriate healthy practices to maintain or improve personal health
Engages, as possible, in food preparation
K Level 3: Child performs a personal care task with assistance
Safety Recognizes and names people Identifies how people help keep K Level 6: Child explains the Describes ways a safe and
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who keep them safe in dangerous situations
them safe in dangerous situations reason behind a safety rule healthy school environment can promote health
Has an awareness of strangers. Can identify a stranger Identifies trusted adults and professionals who can help promote health and safety
Develops awareness of and the ability to follow basic safety rules and practices
Follows basic safety rules and practices
K Level 6: Child explains the reason behind a safety rule
Demonstrates behaviors to avoid or reduce personal health risks
Avoids hazardous chemicals and unsafe materials
Responds appropriately to harmful or unsafe situations, objects, substances and environments, and can identify the consequences of unsafe behavior
K Level 6: Child explains the reason behind a safety rule
Identify safety rules and rules of games and physical activities
Seeks adult approval before approaching unknown pets
Demonstrates safety awareness and responsibility when using materials
K Level 4: Child performs a personal care task independently
Follows procedures for safe behaviors, including maintaining appropriate personal/physical space
Uses caution and keeps a distance from wildlife and unknown pets
K Level 6: Child explains the reason behind a safety rule
Follows emergency routines after adult instruction
K Level 4: Child performs a personal care task independently
Fine Motor Holds drawing, writing and painting tools with fingers and thumb, creating more recognizable drawings (letters, shapes), but may hold the instrument too close to one end
Holds drawing, writing and painting tools by using a three-point finger grip, writing more detail, and drawing more recognizable facial features
J Level 5: Child uses a tripod grasp (thumb and two finders) to write or draw a letter, numeral, or closed shape
Currently no Fine Motor standards in Maine Learning Results.
Develops increasing strength, dexterity, and hand-eye coordination to use hands,
Continues to progress with use of utensils with limited spilling, using fork, and using knife for
J Level 4: Child manipulates small objects with dexterity and precision
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fingers and wrists to manipulate objects
cutting
Cuts paper in straight line Demonstrates increased skills in using scissor grip to cut shapes or simple pictures while holding paper stationary with other hand
J Level 6: Child performs precise actions involving opposing hand movements
Completes interlocking puzzles Practices manual self- help skills, including dressing self and attempting to tie shoes
J Level 6: Child performs precise actions involving opposing hand movements
Uses increased skill in self serving with little spilling during meals, including using tongs
Uses small, precise finger and hand movements
J Level 4: Child manipulates small objects with dexterity and precision
Uses fingers, hands and wrists to manipulate a variety of small tools (e.g., stapler, hole punchers, spray bottles)
J Level 4: Child manipulates small objects with dexterity and precision
Gross Motor Gross MotorMoves purposefully from place to place with control
Coordinates complex movements in play and games
I Level 3: Child walks up or down stairs with alternating feet, jumps with both feet off the ground, or gallops
Demonstrates progress inmastering loco-motor skillsand non-loco-motor skills
Moves with an awareness of personal space in relationship to others
Understands movement concepts, how the body moves, an awareness of space and directionality, and that the body can move independently or in coordination with other objects
I Level 4: Child strikes a large moving object with his or her hand or foot
Demonstrates improving formwhen using various sportsequipment
Hops on one foot one time without losing balance or falling
Demonstrates progressive locomotive skills; successive hopping, and forward jumping. Has control over speed and direction and balance (running,
I Level 5: Child skips for eight or more repetitions (skips in a row)
Demonstrates simplecombinations of motorpatterns
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sliding, galloping forward, back, right, left)
Jumps down from a step and forward ten inches
Demonstrates cooperative skills while participating in physical activities
Makes smooth transitionsbetween sequential motorskills
Walks forward and backward along a line or a beam using normal stride
Sustains balance during complex movements
I Level 4: Child strikes a large moving object with his or her hand or foot
Adapts and adjusts movementskills to uncomplicated,changing, environmentalconditions and expectations
Walks up and down stairs, alternating feet
Manipulates balls or similar objects with a full range of motion
I Level 4: Child strikes a large moving object with his or her hand or foot
Applies movement conceptsto a variety of fundamentalskills
Develops motor coordination and skill while using objects for a range of physical activities, such as pulling or throwing
Develops coordination and balance with a variety of playground equipment
I Level 6: Child strikes a small moving ball with a paddle, racket, or bat
Demonstrates a variety of loco-motor skills
Combines large motor movements with the use of equipment
Enjoys challenging him/herself to try new and increasingly difficult activities
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Uses a series of motor skills to perform a movement pattern
Shows enthusiasm for mastery of gross motor movements through repetitive practice
B Level 4: Child persists with one idea or tries several ideas until he or she is successful at solving a simple problem with materials
Identifies the skill related fitness components of balance and coordination
Physical Health Status Physical Health StatusMaintains physical growth within the Centers for Disease Control and Prevention (CDC) recommended body mass index ranges for weight by height by
Participates in games, outdoor play, and other forms of exercise to enhance physical fitness
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Engages in moderate to vigorous physical activity
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ageDemonstrates body spatial awareness in relationship to stationary objects
Develops an awareness of personal health and fitness
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Participates in physical activities to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance, and muscular strength
Participates in games, outdoor play, and other forms of exercise to enhance physical fitness
Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies components of health-related fitness
Engages in adaptive physical activities, as appropriate
Health Knowledge and Practices Completes personal care tasks with increasing independence
Identifies specific practices that support body development and function
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Recognizes that healthy behaviors impact personal health
Takes off coat and puts it where it belongs
Combines and uses different senses depending on the activity
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies ways to locate school and community health helpers
Participates in structured and unstructured physical activities
Recognizes the importance of doctor and dentist visits
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Demonstrates behaviors to avoid or reduce personal health risks
Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness
Identifies medicine and what that it is used to stay healthy
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies influences on personal health practices and behaviors
Transitions from high-energy to low-energy activities
Identifies which school and community health helpers are needed in a given situation
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies situations where a health-related decision is needed
Follows routines independently Regulates own emotions and behaviors
D Level 5: Child controls the expression of his or her feelings
Identifies components of health-related fitness
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Cooperates during doctor and dentist visits and health and developmental screenings
Moves with an awareness of others
Identifies the skill-related fitness components of balance and coordination
Regulates own emotions and behaviors
Demonstrates the increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming
K Level 4: Child performs a personal care task independently
Describes the transmission and prevention of common childhood communicable diseases
Begins to take responsibility for meeting own needs
Participates easily and knows what to do in routine activities
K Level 4: Child performs a personal care task independently
Recognizes that there are multiple dimensions of health
Recognizes there are multiple components of health
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Identifies the physical benefits and bodily responses related to physical activity.
Identifies physical changes that accompany moderate to vigorous activity
K Level 5: Child makes a healthy choice and explains why it is good for him or her
Participates in sleep routines K Level 4: Child performs a personal care task independently
STANDARDS FOR MATH Mathematical Practices Mathematical PracticesDevelops positive attitudes about math
Approaches math with enthusiasm.
Makes sense of problems and perseveres in solving them
Participates in whole group and small group math-focused activities
Associates math with engaging classroom materials and activities
Reasons abstractly and quantitatively
Recognizes the idea of a “problem” and “problem solving” in the physical and social world.
Recognizes the usefulness of math in everyday tasks
W Level 4: Child represents information (data) in abstract ways, AND W Level 5: Child interprets
Constructs viable arguments and critique the reasoning of others
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information (data) from a representation
Communicates math ideas verbally and non-verbally
Uses math to solve problems in the context of classroom and home experiences
U Level 4: Child directly compares or orders things based on measurable attributes using the word same and words with er and est endings
Models with mathematics
Represents mathematical concepts using manipulatives
W Level 3: Child represents information (data) in concrete ways
Uses appropriate tools strategically
Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences
BB Level 5: Child sorts based on two characteristics and gives the reason
Attends to precision
Looks for and makes use of structure
Uses math terms in the course of everyday conversations
W Level 5: Child interprets information (data) from a representation
Looks for and expresses regularity in repeated reasoning
Counting and Cardinality Cluster Counting and Cardinality ClusterRote Counts to 10 and beyond by ones with increasing accuracy
Rote counts to 20 and beyond by ones with increasing accuracy
S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last number tells how many
Know number names and the count sequence
Recognizes and names written numerals 0-5
Recognizes and names written numerals 0 -10
S Level 4: Child identifies four or more single-digit numerals
Count to 100 by ones and by tens
Begins to subitize to determine how many (recognizes small quantities immediately)
Subitizes to determine how many (recognizes small quantities immediately)
W Level 4: Child represents information (data) in abstract ways
Count forward beginning froma given number within theknown sequence (instead ofhaving to begin at 1)
Recognizes the relationship between numbers and quantities: connect counting to
Recognizes the relationship between numbers and quantities: connect counting to
S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last
Write numbers from 0 to 20 with written numeral 0-20 (with 0 representing a count of no
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cardinality (0-5). cardinality (0-10) number tells how many objects)
Shows understanding that the last number name spoken tells the number of objects counted up to 5 (cardinality)
Shows understanding that the last number name spoken tells the number of objects counted up to 10 (cardinality)
S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last number tells how many
Count to tell the number of objects
Shows understanding that the number of objects is the same regardless of their arrangement or the order in which they were counted
S Level 6: Child says how many more or fewer are in one set than in another set
Count to answer “how many?”questions as many as 10things arranged in a line,rectangular array, or a circle,or as many as 5 things in ascattered configuration; given a number from 1-10, count out that many objects
Begins to write number symbols 0-10
R Level 4: Child writes five or more recognizable letters or numerals
Compare numbers
Identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10
S Level 6: Child says how many more or fewer are in one set than in another set
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10.
Operations and Algebraic Thinking Operations and Algebraic
ThinkingResponds with number words and/or counting strategy, when asked the question, How many?
Associates quantity with a number name or written numeral
S Level 5: Child counts (with one-to-one correspondence) more than 10 objects and says the last number tells how many
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
Transitions from rote counting to 1:1 correspondence
Counts using 1:1 correspondence with increasing accuracy
S Level 3: Child consistently counts (with one-to-one correspondence) up to 10 objects
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds
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(e.g., claps), acting out situations, verbal explanations, expressions, or equations
Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation
W Level 4: Child represents information (data) in abstract ways
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem
Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers)
W Level 3: Child re[resents information (data) in concrete ways
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)
Acts out and solves story problems using sets of up to ten objects
W Level 5: Child interprets information (data) from a representation
Geometry GeometryRecognizes and namesdescribes simple shapes
Describes, sorts and classifies shapes using some attributes such as size, sides, and other properties
T Level 3: Child recognizes and names two-dimensional shapes (circle, triangle, square, rectangle)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cones, cylinders and spheres)
Matches similar shapes Discovers connections between formal geometric shapes and the surrounding environment
T Level 3: Child recognizes and names two-dimensional shapes (circle, triangle, square, rectangle)
Describe objects in the environment using names of shapes
Explores three-dimensional and two-dimensional shapes in the environment
Combines materials to make three-dimensional and two-dimensional shapes
T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting
Correctly name shapes regardless of their orientations or overall size.
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shapes(s)Uses puzzles and other learning materials to demonstrate beginning part/whole, shape and orientation concepts to solve problems
Breaks down shapes into parts and wholes
T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting shapes(s)
Identify shapes as twodimensional (lying in a plane, “flat”) or three-dimensional (“solid”)
Uses physical movement to gain understanding of orientation and directionality
Initiates activities that indicate understanding of directionality
GG Level 5: Child knows how to navigate around a familiar building
Analyze, compare, create and compose shapes
Responds to words indicating directionality and position through physical movement (near, far, beside, up, down, over)
Uses orientation and directionality words such as slides, flips and turns as shapes are manipulated
T Level 4: Child transforms (composes or decomposes) shapes and identifies the resulting shapes(s)
Analyze and compare two-andthree dimensional shapes, indifferent sizes and orientation, 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)
Uses symbols and/or objects to indicate beginning understanding of relative positions in space (i.e. creates simple maps; follows directions during nature walks)
GG Level 4: Child reads a simple familiar map, such as a map of the classroom
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes
Demonstrates or describes relative positions of objects, using words such as up, down, beside, over
GG Level 6: Child describes the location of familiar landmarks
Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?
Describe relative positions of objects in the environment using terms such as above, below, beside, in front of, behind and
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next to
Measurement and Data Measurement and DataMatches and groups similar objects
Describes, sorts and classifies groups of objects using one or more attribute
BB Level 4: Child sorts things based on one characteristic (attribute) and describes the reason
Describe and compare measurable attributes.
Recognizes measurable attributes of objects, such as length, weight and capacity of everyday objects (e.g., long, short, tall, heavy, light, big, small, full, empty)
Identifies and compares measurable attributes of everyday objects, using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, full, empty)
BB Level 5: Child sorts based on two characteristics and gives the reason
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object
Sorts, orders and classifies familiar objects by a single attribute (e.g., size, shape, color, texture, orientation, and position) and explains the reason
Begins to identify such words as "first", "next", and "last"
U Level 4: Child directly compares or orders things based on measurable attributes using the word same and words with er and est endings
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
Uses seriation as a strategy for organizing materials
Uses discrete attributes to order and seriate materials
V Level 4: Child creates a unique (not copied) simple pattern with at least three repeats
Classify objects and count the number of objects in each category
Recognizes and duplicates simple patterns in the environment, including sound and movement patterns
Recognizes, duplicates, creates, and extends simple patterns using objects
V Level 3: Child recognizes, copies, or extends an existing simple pattern (such as ABABAB OR AABBAABBAABB)
Classify objects into givencategories; count the numbers of objects in each category and sort the categories by count
Demonstrates an understanding Uses past and future tenses and HH Level 3: Child uses words
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of time periods (a short time a long time, “five more minutes”, morning, afternoon, night)
time words appropriately such as yesterday or tomorrow to refer generally to things in the past or future
Relates concepts of past, present and future to daily activities
Begins to understand concepts such as yesterday, today, and tomorrow
HH Level 4: Child uses words such as yesterday and tomorrow correctly
Participates in data collection activities
Responds to questions that can be answered through data analysis
CC Level 5: Child gives a reason for the result of his or her experiment
Explores and begins to use measurement tools
Represents data using simple charts and graphs (2-D or 3-D)
W Level 4: Child represents information (data) in abstract ways
Uses non-standard units of measurement to measure objects; notices similarities and differences
U Level 4: Child creates a unique (not copied) simple pattern with at least three repeats
Connects measurement terms and concepts in everyday life
U Level 3: Child uses a measurement term
STANDARDS FOR SCIENCE Physical ScienceBegins to experiment with objects whose motion is affected by pushes or pulls of different strengths in different directions
Uses senses, tools (including technology) to observe, describe, discuss and attempt to explain the effects of different strengths or different directions of pushes and pulls on the object
CC Level 5: Child gives a reason for the result of his or her experiment
K-PS2: Motion and Stability: Forces and InteractionsK-PS2-1: Plan and conduct an investigation to compare the effects of different directions of pushes and pulls on the motion of an object.
Answers questions about the effects of pushes and pulls (e.g. pulls objects attached to a
Plans and carries out, with teacher support, comparisons of motion and force using
CC Level 5: Child gives a reason for the result of his or her experiment
K-PS2-2: Analyze data to determine if a design solution works as intended to change the
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string, pushes objects with and without wheels, rolls objects, collides objects)
common objects and materials (e.g., which objects move faster or slower, which object goes faster or further when you just let go or give it a push)
speed or direction of an object with a push or pull
Records results of observations, with teacher support, using simple drawings, discussions, charts, photos or models and reflects on what was learned
W Level 4: Child represents information (data) in abstract ways
Uses knowledge and skills learned through observation and exploration to create new and improved objects or processes (e.g., changes the surface material of a ramp or put bigger wheels on a car to make a difference in speed
CC Level 5: Child gives a reason for the result of his or her experiment
Listens to stories, poems, finger plays about physical knowledge and begins to use vocabulary about speed, motion and stability in daily conversations
Listens to stories, poems, and finger plays about physical knowledge and uses vocabulary about speed, motion and stability in daily conversations
DD Level 5: Child talks about where different types of wildlife live or are found (habitats)
Constructs a system of tubes and/ or ramps for a marble to travel through; and discovers that steeper ramps will cause a marble to travel faster
DD Level 5: Child talks about where different types of wildlife live or are found (habitats)
Earth Science Using simple tools and guided investigation, explores differences in soil and water in different weather conditions and temperatures
Uses senses and tools (including technology) to observe, describe, discuss and generate questions about changes in weather over time (e,g., why ice
DD Level 5: Child talks about where different types of wildlife live or are found (habitats)
K-PS3 EnergyK-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface
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melts faster in the sun than in the woods, why puddles evaporate in the sun but remain longer in the shade, why metal gets hot on a sunny day but not a rainy one)
Describes temperature, weather and seasons using words such as rainy, cold, warm, sunny, and identifies items used for protection, safety, and enjoyment in different weather conditions
Plans and carries out simple experiments about water and heat (turning water to ice when brought outdoors in winter or mud turning to dirt in the sun) and records observations using drawings, discussions, graphs and technology
CC Level 5: Child gives a reason for the result of his or her experiment
K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area
Organizes weather related items (real objects or symbols) used in different weather conditions
Asks questions and investigates the ways that weather can affect things that can be done outside
BB Level 6: Child intently or repeatedly observes something and describes his or her discoveries in detail
K-ESS2 Earth’s Systems ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
Makes simple observations about the sky and connects observations to what we do outside
Uses knowledge and skills learned through observation of the earth and sun to create new and improved objects or processes (e.g. creating shade on a hot day or changing the path of water away from the playground after rain)
CC Level 6: Child applies a conclusion he or she made from a previous experience to a new situation
ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs
Begins to understand the relationship between litter and cleaning up the earth
Demonstrates, through observation and investigation, an understanding that human action impacts the earth (i.e., use of resources and recycling, the process from cutting trees to recycling paper)
DD Level 6: Child explains how or why people's behavior can be harmful to the environment and offers an idea to help
K-ESS3 Earth and Human ActivityESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live
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Demonstrates an understanding of how weather forecasts are used to select appropriate garments to wear or bring along when leaving home
K Level 5: Child makes a healthy choice and explains why it is good for him or her
ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather
Develops a sense of dangerous/severe weather in Maine
K Level 6: Child explains the reason behind a safety rule
ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment
Life Science Uses senses to observe and describe properties of familiar plants and animals
Uses senses to observe and describe properties of familiar plants and animals
DD Level 4: Child talks about where different types of wildlife live or are found (habitats)
K-LS1 From Molecules to Organisms: Structures and Processes
Begins to use vocabulary for naming plants and animals moving beyond generic labels (e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to identify where they see such creatures
Uses vocabulary for naming plants and animals moving beyond generic labels (e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to identify where they see such creatures
W Level 4: Child represents information (data) in abstract ways
K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive
Compares properties and needs of similar and different life forms using increasingly advanced vocabulary
Develops plans, based on observations and guided inquiry, to care for plants and animals in the classroom and surrounding area
DD Level 3: Child initiates or talks about performing an action helpful to plants or animals
K-2 ETS1 Engineering Design
Cares for plants and animals in the classroom and surrounding area and describes the needs of
Observes and describes animals in his/her immediate environment to learn what they
DD Level 4: Child talks about where different types of wildlife live or are found (habitats)
K-2 ETSI-1: Ask questions, make observations, and gather information about a situation
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organism cared for need to live people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Begins to identify problems affecting the lives of plants and animals (including themselves) and, with teacher support, generates possible solutions
Uses nature journals, tally sheets and resource materials, with support, to summarize observations (e.g., make connections between the types and numbers of birds coming to a feeder in summer or winter by counting and categorizing)
W Level 5: Child interprets information (data) from a representation
K-2 ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem
Creates solutions, with teacher support, for classroom-based problems (e.g., staking up plants that grow tall)
G Level 5: Child performs an action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations
K-2 ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs
Uses and names a variety of tools
Listens to accounts and discusses pictures found in fictional or non-fictional books or media to enhance vocabulary and concept knowledge of living things and their environments
DD Level 4: Child talks about where different types of wildlife live or are found (habitats)
Identifies problems affecting the lives of plants and animals (including themselves) and generates possible solutions
DD Level 5: Child identifies a change in a material or the environment and a possible cause
With teacher support, creates drawings or models for possible solutions
DD Level 6: Child explains how or why people's behavior can be harmful to the environment and offers an idea to help
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Compares tools or solutions and reflects on what works well
EE Level 6:
Designs and creates materials to change the behavior or incidence of creatures (e.g. bird feeders, butterfly gardens) in places
DD Level 3: Child initiates or talks about performing an action helpful to plants or animals
STANDARDS FOR SOCIAL STUDIES Civics and Government Civics and GovernmentDisplays awareness of role as a member of a group
Understands the reasons for rules in the home and classroom and for laws in the community
G Level 4: Child reminds others of classroom routines and social expectations AND FF Level 6: Child voices a sense of belonging to a community
Displays awareness of concepts of rights, duties, responsibilities, and participation
Knows that rules and laws are established by people
Understands and discusses why responsibilities are important
G Level 4: Child reminds others of classroom routines and social expectations
Identifies and compares similar and differing interests and opinions students have related to classroom traditions and decisions
Understands that people can take care of the environment through activities such as recycling
Displays awareness that rules and laws change
FF Level 6: Child voices a sense of belonging to a community
Selects, plans, and participates in a civic action or service learning project based on a classroom or school asset or need, and describes the project’s potential civic contribution
Participates in developing classroom rules and decisions
H Level 4: Child engages in conflict resolution (with adult support) by offering a solution and agreeing on a solution
Assists, with support and G Level 5: Child performs an
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guidance, in developing and participating in activity designed to care for the environment and/or community
action on his or her own that is helpful to the classroom community and is done apart from classroom rules, jobs, or routine expectations
Economics EconomicsUnderstands that an individual earns money through work
Explores and discusses differences between needs and wants
G Level 4: Child reminds others of classroom routines and social expectations
Identifies and explains where and how some products originate
Recognizes a variety of jobs Understands individuals may have to wait before buying a good or service they want
D Level 5: Child controls the expression of his or her feelings
Describes how money is earned and managed in order to buy goods and services and save for the future
Explores materials that build a foundation for understanding economic concepts such as using money to buy goods and services
Geography GeographyRecognizes that people share the environment with other people, animals, and plants
Develops an understanding of the use and representation of simple maps, globes, and other geographic tools
GG Level 4: Child reads a simple familiar map, such as a map of the classroom
Uses simple maps, globes, orother geographic tools toidentify physical features andlocations of local and distantplaces
Recognizes various ways people communicate, travel, live, and work
Describes some physical features of the community
GG Level 6: Child describes the location of familiar landmarks
Demonstrates understanding of impact geographic features have on how people live and work in Maine, the United States, and other regions of the world
Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations
Recognizes that environmental changes can impact people, animals, and plants
DD Level 5: Child identifies a change in a material or the environment and a possible cause
Displays awareness that geographic features influence
FF Level 5: Child compares his or her own and others' family
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how people live and work in their community and in other geographic regions
characteristics
History Uses words to describe time (i.e. yesterday, names of seasons, before)
Differentiates between past, present, and future
HH Level 4: Child uses words such as yesterday and tomorrow correctly
Demonstrates understanding of the sequence of events
Displays awareness of change in community
Demonstrates a basic understanding of how things, people, and places change over time
HH Level 4: Child uses words such as yesterday and tomorrow correctly
Describes how things, people, and places have changed over time
Develops awareness of diversity
Recalls events that happened in the past, such as a family or personal history
HH Level 5: Child shares a story about him- or her-self or family that happened farther back than in the immediate past
Demonstrates understanding of the uniqueness and commonality of individuals, families, and communities
Displays awareness of similarities and differences among individuals and families
FF Level 5: Child shares a story about him- or her-self or family that happened farther back than in the immediate past
COR Advantage Content Areas and Assessment ItemsAPPROACHES TO LEARNINGA. Initiative and Planning B. Problem Solving with Materials C. Reflection SOCIAL & EMOTIONAL DEVELOPMENTD. Emotions E. Building relationships with adults F. Building Relationships with other Children G. Community H. Conflict Resolution
PHYSICAL DEVELOPMENT & HEALTH I. Gross Motor Skills J. Fine-Motor Skills K. Personal Care & Healthy Behavior
LANGUAGE, LITERACY & COMMUNICATIONS L. Speaking M. Listening & Comprehension N. Phonological Awareness composed of three or more phonemesO. Alphabetic Knowledge P. Reading Q. Book enjoyment and knowledge R. Writing
MATHEMATICSS. Number & Counting T. Geometry: Shapes and spatial awareness U. Measurement V. Patterns W. Data Analysis
CREATIVE ARTSX. Art Y. Music: Z. Movement
AA. Pretend Play
SCIENCE & TECHNOLOGYBB. Observing & Classifying CC. Experimenting, predicting, and drawing conclusions DD. Natural & Physical World EE. Tools & Technology
SOCIAL STUDIESFF. Knowledge of self and others GG. Geography HH. History
For English Language Learners:ENGLISH LANGUAGE LEARNING (ELL) II. Listening to and Understanding English . JJ. Speaking English