TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Regular Meeting - February 27, 2018, 7:00 p.m.Long Hill Administration BuildingLorraine R. Smith Assembly Room
AGENDA
CALL TO ORDER
II. PRELIMINARY BUSINESSA. Pledge of AllegianceB. Recognition: Madison Middle Math Counts Team — Mrs. Malathi MuralidharanC. Recognition: Spirit of Inclusion Award — Mrs. Lisa NulandD. Recognition: Schools of Distinction, Daniels Farm, MiddlebrookE. CorrespondenceF. Public CommentsG. Board Chairman ReportH. Superintendent ReportI. Student Board Representative Reports
Ill. REPORTS/ACTION ITEMSA. Update on One to One Digital Learning and Digital Citizenship — Ms. Hefele, Mrs. GarraB. Personnel — Dr. CialfiC. Approval/Minutes — Regular Meeting 2/13/2018D. Curriculum Committee Report — Mrs. Petitti
Approval/Curriculum Guide — Dr. Budd1. Unified Pre-Kindergarten Curriculum Guide
F. 2018-2019 BOE Budget Update — Dr. Cialfi, Mr. O’Keefe
IV. RECEIVE AND FILEA. Pending Litigation — Dr. McGrathB. Negotiations — Dr. McGrath
V. OTHER
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27. 2018 Mrs. Malathi Muraldiharan
Agenda Item TI-B Recognition/Madison Middle Math Counts Team
Mrs. Muralidharan, Madison Middle School Math Counts Advisor,has reported that the team’s performance in the regional MathCounts Competition was outstanding! There were approximately217 students from several Fairfield County schools thatparticipated in the contest. Our team placed “second” in the SouthWest chapter of the Math Counts competition and is now eligibleto participate in the State Championship.
Yash Permalla, 8th grade, was the top performer in the individualcompetition and won the third place in the Count Down buzzerround.
The team members are: Yash Permalla, Kushi Dubey, SriyaMukund, Sreccharan Palla, Saihari Kota, Satvik Ellur, Rislyn Raja,Saihari Kota, Heer Thakkar and Coach Malathi Muralidharan.
Thank you to the ACE Foundation that funded the team.
Recommendation: Recognize and Commend.
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27. 2018 Lisa Nuland
Agenda Item 11-C Recognition/Spirit of Inclusion Award
Trumbull High School was nominated for the Spirit ofInclusionAward sponsored by Varsity Brands and made it to the finals! Thegrand prize winner will be named America’s Most Spirited, withawards totaling $100,000 across 25 categories from VarsityBrands.
The most spirited schools cultivate an atmosphere where all students feelwelcomed and accepted. The Spirit ofInclusion Award will honor oneschool that goes out of its way to welcome new students, accommodatestudents with diverse needs, and educate students about issues related todiversity and inclusion. THS is one of only seven finalists, nationwide,and the winner will be announced at an Awards Ceremony on May 12,2018.
The finalists are:Bingham High School (UT)Champlain High School (VT)Downey High School (CA)Louisa County High School (VA)Seekonk High School (MA)Shelton High School (CT)Trumbull High School (CT)
Recommendation: Recognize and Commend.
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27. 2018 Dr. Cialfi
Agenda Item II-D Recognition/Schools of Distinction: Daniels Farm. Middlebrook
The Connecticut State Department of Education (CSDE) hasannounced that Daniels Farm and Middlebrook ElementarySchools are once again named “Schools of Distinction” this year.The nature of the growth assessment model can make itchallenging to earn this recognition a second time even though thestudents consistently perform well each year.
Recommendation: Recognize and Commend.
COMPLETE DOCUMENT LINK: http://edsight.ct.gov/reIatedreports/2016.17%2oschools%2oof%2oDjstinctjonp~f
~csim Schools of Distinction: 2016-17The CSDE is recognizing 124 Schools of Distinction according to the criteria outlined below.
1. Highest Performinga. Elementary/Middle: These are schools in the top 10% with respect to the Accountability Incb. High Schools: These are schools in the top 10% with respect to the Accountability Index (6 s
2. Highest Growth:a. All Students: These are schools in the top 10% of points earned in indicator 2 (academic gro
schools).b. High Needs Students: These are schools in the top 10% of points earned in indicator 2 (acad
student group (53 schools).
3. Greatest lmprovers: Among those schools where the CSDE is unable to apply the academic growthgrades tested in that school, these are the schools in the top 10% of improvement on the Accountat(7 schools).
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27, 2018 Mrs. Hefele and Mrs. Garra
Agenda Item — Ill-A 1:1 Chrornebook Rollout Update
On Monday, January 8, 2018 TrumbullPublic Schools officially launched the 1:1Chromebook initiative at Madison MiddleSchool and Hillcrest Middle School for allstudents in grades 6 through 8. Mrs. Hefelewill provide an update to the Board on thedetails of the rollout as well as plans formoving forward. Mrs. Garra, Hillcrest’sTechnology Integration Specialist, willprovide an overview of how TrumbullSchools is embedding digital citizenship tohelp support the Digital Learning programand to make sure that students are usingtechnology ethically and responsibly both inand out of school.
Recommendation: Review and Discuss
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting, February 27, 2018 Dr. Cialfi
Agenda Item Ill-B Personnel
Resignations - Certified
Thoesen, Ashley; special education teacher at
Hillcrest Middle School since April 2008 (currently
on personal leave of absence) resigning effective
June 30, 2018.
Recommendation: Accept.
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting— February 27. 2018 Dr. Cialfi
Agenda Item — Ill-C Approval/Minutes
Regular Meeting, February 13, 2018
Recommendation: Approve the minutes of the above notedmeeting.
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Regular Meeting—February 13, 2018Long Hill Administration Building
The Trumbull Board of Education convened at Long Hill Administration Building for a Regular Meeting.
Members present:L. Chory, ChairmanL. Timpanelli, Vice ChairJ. Norcel, SecretaryJ. Donofrio- Board MemberK. Fearon- Board MemberM. Petitti- Board MemberM. Ward- Board Member
Agenda Item I—Call to OrderThe meeting was called to order at 7:00 p.m.
Agenda Item Il—Preliminary BusinessA. Salute to the Flag - The Public Session began with a salute to the Flag.
B. Correspondence — There was no correspondence this evening.
C. Public Comments —Social Studies Teacher Katie Boland and several students addressed the Board andspoke about the recent competition that Model Congress hosted at THS. Students were asked to resolve anumber of current crises and debated real world issues. Congratulations to our Trumbull Team who wonthree awards that day. Student Ethan Bachand read the report written by Connecticut Congressman JimHimes that honored the We the People team in their win at States and cited their knowledge of theConstitution and commitment to the program.
D. Board Chairman Report - Mrs. Chory and several Board members attended the following events:
• January 24 TEA Meet and Greet• February II BOB presented the budget to the Board of Finance• February 15 Fact Finding Workshop at CABE entitled “School Start Times”
The First Selectman released her budget to the Board of Finance and the BOB request was reduced by $1.1million. In addition to the budget, the First Selectman also provided a list of goals which represent her visionfor the future of our community.
Of the 15 items on her list, the following pertain to the BOB:• Together with the BOB, to develop a practical 10 year capital plan for updating and renovating our
elementary and middle schools.• Investigate combining duplicate services between the Town and BOB to eliminate redundant
expenditures.• Explore with surrounding towns opportunities to regionalize activities that do not compromise our
ability to deliver the services our citizens expect and deserve.
E. Superintendent Report— Dr. Cialfi reported on events at TPS:• More than 300 family members attended Bring Your Parent to Tech Night at Middlebrook School.
Middlebrook was one of only five schools throughout the United States to receive grant funding forthis project.
• Madison Middle School participated in the Math Counts competition and our second place teamwill now compete in Hartford for the State Championship.
• Daniels Farm and Middlebrook Schools have been cited as Schools of Distinction based on specificcriteria from the Connecticut State Department of Education for 2017.
F. Teacher Representative Report Mrs. Rubano reported on the following at TPS:
Elementary SchoolsDaniels Farm - Librarian Mary O’Neill ran a Maker Space workshop for grade 4; the Technology Clubproduces a monthly news show; Tammy Russo and Amy Panella ran a One School One Book kickoff event;Steve Spillane and Student Council helped support the Trumbull Food Pantry.
Frenchtown - the Kindness Club sponsored a book drive and participated in the Sandy Hook Promise;Kindergarten and First Grade celebrated the 100~’ day of school and K-5 students are creating bookpromotions using a variety of presentation software.
Middle SchoolHillcrest is having its annual Cultural Café on March 8,2018 and at Madison, students participated in theNational Geographic Geography Bee.
High SchoolTen THS students participated in the first Ethics Bowl at Yale and placed second overall in the competition;Samantha Eisenberg has been asked to participate in the National Association for Counselors LegislativeConference in Washington; and the Mock Trial team won the state tournament at the US District Court inHartford.
Agenda Item 111—Reports/Action Items
A. Approval/THS Academic Decathlon Trip to TexasAdvisors Ms. Sara Ellis and Ms. Andrea Kremzar presented the proposed trip for THS AcademicDecathlon students to travel to Frisco, Texas, to participate in the National Academic CompetitionFinals. Students will leave on Wednesday, April 18, 2018 and return on Saturday, April 21, 2018requiring three days of missed school.
It was moved (Norcel) and seconded (Timpanelli) to approve the Trumbull High School AcademicDecathlon trip to Frisco, Texas as presented. Vote: Unanimous in favor.
7
B. Approval/THSGEMB Winter Percussion Trip to Toms River, New JerseyMr. Peter Horton presented the proposed trip for Trumbull High School Golden Eagles Marching BandWinter Percussion team to travel to Toms River, New Jersey, to participate in the WGI Regional andWinter Championship from Saturday, March 17, to Sunday, March 18, 2018. No school days will bemissed.
C. Approval/THSGEMB World Guard Competition Trip to Lehigh University, PennsylvaniaMr. Peter Horton presented the proposed trip for Trumbull High School Golden Eagles Marching BandWorld Guard team to travel to Lehigh University, Pennsylvania, to participate in the WGI RegionalChampionship from Saturday, March 17, to Sunday, March 18, 2018. No school days will be missed.
D. Approval/THSGEMB World Color Guard Competition Trip to Dayton, OhioMr. Peter Horton presented the proposed trip for Trumbull High School Golden Eagles Marching BandWorld Color Guard team to travel to Dayton, Ohio, to participate in the WGI World Championship fromSaturday, March 17, to Sunday, March 18, 2018. No school days will be missed.
E. Approval/THSGEMB Winter Percussion Competition Trip to Dayton, OhioMr. Peter Horton presented the proposed trip for Trumbull High School Golden Eagles Marching BandWinter Percussion team to travel to Dayton, Ohio, to participate in the WGI World Championship fromWednesday, April 18, to Sunday, April 22, 2018 and requires a three-day absence from school.
It was moved (Norcel) and seconded (Timpanelli) to approve the above four Trumbull High School GoldenEagles Marching Band trips as presented. Vote: Unanimous in favor.
F. Approval/Minutes, Special Meeting, I / 17/2018 and Regular Meeting 1/23/2018It was moved (Donofrio) and seconded (Ward) to approve the minutes of the January 17, 2018 SpecialMeeting of Board of Education and January 23, 2018 Regular Meeting as presented. Vote: Unanimousin favor.
G. Personnel ReportDr. Cialfi reported there have been no changes since the last meeting.
H. Policy Committee ReportMrs. Norcel reported that the Policy Committee met on February 6,2018 and reviewed several first andsecond policy readings.
Policies, Second Readings — Dr. Budd presented the following:1. Non-Discrimination, Policy Code 05212. Affirmative Action, Policy Code 4000.13. Non-Discrimination in Employment, Policy Code 4111.14. Employee’s Service in the Guard or Reserve, Policy Code 4150.15. Attendance Grades K-8, Policy Code 5113.16. High School Attendance / Loss of Credit, Policy Code 51137. Loan of Textbooks to Nonpublic School Students, Policy Code 1351
It was moved (Timpanelli) and seconded (Norcel) to approve the above policies as presented. Vote:Unanimous in favor.
Policies, First Readings — Dr. Budd presented the following:8. Student Teachers, Policy Code 41229. Free and Reduced-Price Meals, Policy Code 3542.3110. Sexual Harassment, Policy Code 4118.112
3
11. Websites, Policy Code 6141 .32212. Student Use and Possession of Smoking Products, Tobacco Products, Drugs, and Alcohol, Policy
Code 5131.6
It was unanimously agreed by the Board to bring these five policies for a second reading and approval ata future meeting.
Curriculum Committee ReportMrs. Petitti reported that the Curriculum Committee of the Board of Education met on January 25, 2018 andreviewed several curriculum guides and new course text proposals.
Approval/Curriculum Guides — Dr. Budd presented the following:1. Multivariable Calculus Curriculum Guide2. Advanced Placement Studio Art: 2-D Design Curriculum Guide3. Global Insights Curriculum Guide4. Grades 6-8 STRIDE Curriculum Guide
It was moved (Petitti) and seconded (Timpanelli) to approve the above curriculum guides for approval aspresented. Vote: Unanimous in favor.
Approval/New Course Text Proposals — Dr. Budd presented the following:5. Earth, 2nd ed. (Core: Integrated Physical Science)6. Physical Science with Earth Science, 2~ ed. (Core: Integrated Physical Science)7. The Boy in the Striped Pajamas (Core: English 9-10)
It was moved (Timpanelli) and seconded (Ward) to approve the above new course text proposals aspresented. Vote: Unanimous in favor.
J. 20 18-2019 Budget UpdateAdministration and several Board of Education members attended the recent Board of Finance meeting todiscuss the 2018-2019 budget. Dr. Cialfi gave an overview of the Board of Finance meeting in which hehad acknowledged the challenges of the budget constraints, stressed our strong commitment to achieve theDistrict goal in strengthening the social, emotional and academic needs of every student and discussed costsavings as we have been aggressive with efficiencies in an effort to spend every taxpayer dollar prudently.Dr. Cialfi will continue to communicate with the Board of Finance in an effort to bridge the $1.1 millionbudget gap between the 2018-2019 BCE budget request and the amount presented by the First Selectman tothe Board of Finance.
AdiournmentBoard Members gave unanimous consent to adjourn the Public Session at 8:50 p.m.
4
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27, 2018 Mrs. Petitti
Agenda Item — III-D Curriculum Committee Report
Curriculum Committee Meeting —
February 22, 2018
Recommendation: Review and Discuss
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Curriculum Committeeof the
Trumbull Board of Education
Regular Meeting
Trumbull Early Childhood Education Center (TECEC) LibraryThursday, February 22, 2018— 8:15 am.
MINUTES
I. Call to Order/Introduction — The meeting was called to order by Ms. Petitti at 8:27 a.m.
Members presentM. Petitti, chairL. TimpanelliM. WardJ. Budd, Ph.D., ex officio
OtherM. Wheeler, Coordinator, Trumbull Early Childhood Education Center (TECEC)H. Hart, teacher, Trumbull Early Childhood Education Center (TECEC)D. Matos, teacher, Trumbull Early Childhood Education Center (TECEC)P. Smith, Director of Pupil Personnel Services1 member of the Public
II. Public Comment — There was no Public Comment.
III. Approval/Minutes — Special Meeting 1/25/2018— Ms. Timpanelli moved to approve theminutes as presented. Mr. Ward seconded the motion. The motion was unanimouslyagreed to.
IV. New Business
a. Unified Pre-Kindergarten Curriculum GuideDr. Budd observed that this curriculum guide encompasses all instructional areasof the interdisciplinary, thematic Pre-Kindergarten program in Trumbull: socialand emotional development, language arts, mathematics, science, and socialstudies. Dr. Wheeler presented an overview of the TECEC program and its goalof preparing all 3-year-olds and 4-year-olds as successfully as possible; he alsodescribed various screening instruments and groupings of children. Ms. Matospresented the 3-year-old program, including the materials used for social andemotional development and for language arts; she also described a typical
thematic unit with literacy as the basis. Ms. Hart presented the 4-year-oldprogram, including key uses of technology to support learning. Mr. Wardsupported the inclusion of technology in all classrooms, and Ms. Timpanelli notedthe importance of strong teacher flexibility with materials used. Ms. Petitticommended the focus on up-to-date standards for learning across the curriculum.Mr. Ward moved to bring the curriculum guide to the Board of Education forapproval at its meeting scheduled for February 27, 2018, and Ms. Petitti seconded.The motion was unanimously agreed to.
b. Report, Assistant Superintendent of Curriculum, Instruction, & AssessmentsDr. Budd noted key curriculum guides to come before the Curriculum Committeein upcoming months, and then the Committee members, joined by Dr. Wheeler,Ms. Smith, and the member of the Public visited Ms. Matos’ and Ms. Hart’sclassrooms to see TECEC teaching & learning in action; all members of theCommittee were strongly complimentary of the instruction observed.
Mr. Ward moved to adjourn the meeting at 9:09 am.; Ms. Timpanelli seconded. The motion wasunanimously agreed to.
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27, 2018 Dr. Budd
Agenda Item — III-D-I Approval/Curriculum Guide
Before any new curriculum is approved for inclusionin the Trumbull Public School program of studies, theCurriculum Committee of the Board of Educationreviews its content and appropriateness. ThisCommittee, consisting of Board members MariePetitti, Lucinda Timpanelli, and Michael Ward, underthe coordination of Jonathan S. Budd, Ph.D.,Assistant Superintendent of Curriculum, Instruction,and Assessments, then makes its recommendation tothe full Board.
Based on the Curriculum Committee’s meeting onFebruary 22, 2018, the Board of Education is beingasked to adopt a new curriculum guide for use at theTrumbull Early Childhood Education Center(TECEC), as noted below.
The curriculum guide for Unified Pre-Kindergarten isa comprehensive guide that covers all major domainsfor the learning of the 3-year-old and 4-year-oldstudents in TECEC: social and emotionaldevelopment, language arts, mathematics, science,and social studies. The instructional program isdesigned to be implemented utilizing a thematicapproach that is student-initiated and teacherfacilitated, and accommodating of the wide range ofdevelopment of children of these ages.
Recommendation: Approve the following curriculum guide:Un~fled Fre-Kindergarten
Unified Pre-Kindergarten
TRUMBULL PUBLIC SCHOOLS
Trumbull, Connecticut
UNIFIED PRE-KINDERGARTEN
Ages 3-4
2018
(Last revision date: 2011)
Curriculum Writing Team
Matthew Wheeler, Ed.D. Coordinator, Trumbull Early Childhood Education Center (TECEC)
Heather Hart Teacher, Trumbull Early Childhood Education Center (TECEC)
Madelyn Kennedy Teacher, Trumbull Early Childhood Education Center (TECEC)
Heatherly Law Teacher, Trumbull Early Childhood Education Center (TECEC)
Dawn Matos Teacher, Trumbull Early Childhood Education Center (TECEC)
Ellen Miller Teacher, Trumbull Early Childhood Education Center (TECEC)
Todd Miller Teacher, Trumbull Early Childhood Education Center (TECEC)
Lisa Piatt Teacher, Trumbull Early Childhood Education Center (TECEC)
Jonathan S. Budd, Ph.D., Assistant Superintendent of Curriculum, Instruction, & Assessments
Unified Pre-Kindergarten 1
UNIFIED PRE-KINDERGARTEN
Table of Contents
Core Values & Beliefs ............................................................................................... 4
Introduction & Philosophy ......................................................................................... 4
Knowledge & Skills ................................................................................................... 5
3-Year-Olds, Domain 1: Social and Emotional Development ................................... 7
Goals .................................................................................................................... 7
3-Year-Olds: Social and Emotional Development: Trimester 1 .......................... 10
3-Year-Olds: Social and Emotional Development: Trimester 2 .......................... 14
3-Year-Olds: Social and Emotional Development: Trimester 3 .......................... 18
3-Year Olds, Domain 2: Language Arts .................................................................... 22
Goals .................................................................................................................... 22
3-Year-Olds, Language Arts: Trimester 1 ........................................................... 25
3-Year-Olds, Language Arts: Trimester 2 ........................................................... 29
3-Year-Olds, Language Arts: Trimester 3 ........................................................... 33
3-Year-Olds, Domain 3: Mathematics ....................................................................... 37
Goals .................................................................................................................... 37
3-Year-Olds, Mathematics: Trimester 1 .............................................................. 39
3-Year-Olds, Mathematics: Trimester 2 .............................................................. 41
3-Year-Olds, Mathematics: Trimester 3 .............................................................. 44
3-Year-Olds, Domain 4: Science ............................................................................... 47
Goals .................................................................................................................... 47
3-Year-Olds, Science: Trimester 1 ...................................................................... 49
3-Year-Olds, Science: Trimester 2 ...................................................................... 52
3-Year-Olds, Science: Trimester 3 ...................................................................... 55
Unified Pre-Kindergarten 2
3-Year-Olds, Domain 5: Social Studies ..................................................................... 58
Goals .................................................................................................................... 58
3-Year-Olds, Social Studies: Trimester 1 ............................................................ 60
3-Year-Olds, Social Studies: Trimester 2 ............................................................ 63
3-Year-Olds, Social Studies: Trimester 3 ............................................................ 66
4-Year-Olds, Domain 1: Social and Emotional Development ................................... 69
Goals .................................................................................................................... 69
4-Year-Olds, Social and Emotional Development: Trimester 1 .......................... 73
4-Year-Olds, Social and Emotional Development: Trimester 2 .......................... 79
4-Year-Olds, Social and Emotional Development: Trimester 3 .......................... 85
4-Year Olds, Domain 2: Language Arts .................................................................... 91
Goals .................................................................................................................... 91
4-Year-Olds, Language Arts: Trimester 1 ........................................................... 94
4-Year-Olds, Language Arts: Trimester 2 ........................................................... 99
4-Year-Olds, Language Arts: Trimester 3 ........................................................... 104
4-Year-Olds, Domain 3: Mathematics ....................................................................... 109
Goals .................................................................................................................... 109
4-Year-Olds, Mathematics: Trimester 1 .............................................................. 111
4-Year-Olds, Mathematics: Trimester 2 .............................................................. 114
4-Year-Olds, Mathematics: Trimester 3 .............................................................. 118
4-Year-Olds, Domain 4: Science ............................................................................... 122
Goals .................................................................................................................... 122
4-Year-Olds, Science: Trimester 1 ...................................................................... 125
4-Year-Olds, Science: Trimester 2 ...................................................................... 129
4-Year-Olds, Science: Trimester 3 ...................................................................... 133
Unified Pre-Kindergarten 3
4-Year-Olds, Domain 5: Social Studies ..................................................................... 137
Goals .................................................................................................................... 137
4-Year-Olds, Social Studies: Trimester 1 ............................................................ 139
4-Year-Olds, Social Studies: Trimester 2 ............................................................ 143
4-Year-Olds, Social Studies: Trimester 3 ............................................................ 147
Appendix A: Language Arts Alignment, Pre-K to Kindergarten .............................. 151
Appendix B: Mathematics Alignment, Pre-K to Kindergarten ................................. 157
The Trumbull Board of Education will continue to take Affirmative Action to ensure that no
persons are discriminated against in any of its programs.
Unified Pre-Kindergarten 4
CORE VALUES AND BELIEFS
The Trumbull School Community engages in an environment conducive to learning which
believes that all students will read and write effectively, therefore communicating in an
articulate and coherent manner. All students will participate in activities that present problem-
solving through critical thinking. Students will use technology as a tool applying it to decision
making. We believe that by fostering self-confidence, self-directed and student-centered
activities, we will promote independent thinkers and learners. We believe ethical conduct to
be paramount in sustaining the welcoming school climate that we presently enjoy.
Approved 8/26/2011
INTRODUCTION & PHILOSOPHY
The Trumbull Public School System, in partnership with the community, strives to meet the
educational needs of all students within a challenging and supportive academic environment that
empowers each student to become a life-long learner and to live and participate in a democratic,
diverse, and global society.
The highly qualified staff at the Trumbull Early Childhood Education Center believes that every
child is unique, and are dedicated to providing specialized instruction that builds a foundation of
essential skills and initiates a passion for learning. We focus on holistic development, creating
experiences that foster social, emotional, physical, and intellectual growth, helping each child
build a positive self-image and reach his or her fullest potential. We do this within a safe and
nurturing environment utilizing a transdisciplinary team approach at home, in school, and in the
community.
The curriculum is derived from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) and recommended best practices from the National Association of
Educating Young Children (NAEYC). In addition, the curriculum is aligned with Trumbull’s
curricular benchmarks for kindergarten; see Appendices A and B. The 2018 curriculum revision
also addresses current pre-readiness needs of the student population.
Trumbull’s program structure, which is based on best practice and the State of Connecticut’s
framework for pre-kindergarten students from birth to five, consists of two separate grade levels
for 3-year-old and 4-year-old students. Identifying the skills most children should have in their
repertoire prior to their next grade-level experience, the curriculum takes into account that
children exhibit a wide range of development. The curriculum specifically addresses the domains
of social and emotional development, language arts, mathematics, science, and social studies,
and has been carefully designed to be implemented utilizing a thematic approach that is student-
initiated and teacher-facilitated, which research has proven to be the most effective manner for
educating young children.
Unified Pre-Kindergarten 5
We are sensitive to the needs of each child and are thus cognizant that lessons may need
differentiation in order for many students to make progress based upon their individual needs.
The curriculum is meant to be a guide when preparing, implementing, and assessing students in
the various domains. Development occurs on a continuum, and this curriculum is responsive to
each child’s needs.
Following the recommended guidelines of the National Association of Educating Young
Children (NAEYC), the Connecticut Early Learning and Development Standards (CTELDS),
and developmentally appropriate practices, assessment for pre-kindergarten students utilizes a
broad range of procedures to gather evidence of student achievement; multiple forms of evidence
are collected over time, sensitive to each child’s special needs, home language, learning style,
and developmental stage. This multi-faceted approach includes observation, work samples,
portfolios, anecdotal records of children’s conversations and behavior in group settings, samples
of artwork and drawings, photographs, recordings, and teacher and parent interviews. All
evidence is analyzed to determine children’s progress toward the learning standards and
teachers’ next instructional decisions for individual children as well as for an entire class.
Within the first month of school, universal developmental screening is conducted to identify
students who may be at risk for possible learning challenges as well as those who may be gifted.
The Brigance Preschool Screen, designed for children from birth to age seven, provides
information on a child’s physical health and development, mathematics and science, language
development and literacy, and social and emotional skills. Information from this assessment is
analyzed by the team to determine each child’s plan and to identify classroom needs going
forward.
KNOWLEDGE & SKILLS
Social & Emotional Development
Students will . . .
develop healthy and trusting relationships with caregivers.
develop social relationships with peers.
develop self-awareness, determination, and self-regulation.
develop the skill to recognize and respond to emotions in self and others.
Language Arts
Students will . . .
develop pre-literacy and literacy skills, comprehend and respond to literal questions
related to literature, and express ideas and experiences.
develop an understanding of the English language.
communicate their experiences, ideas, and feelings by speaking.
use different forms of writing such as drawing, letter-like forms, invented spelling, and
conversational forms.
Unified Pre-Kindergarten 6
Mathematics
Students will . . .
develop skills to identify patterns and functions, collect data, and interpret quantitative
relationships.
demonstrate number sense and develop skills to understand how measurements and
geometric relationships help them make sense of their environment.
organize and express an understanding of common properties and attributes of objects.
Science
Students will . . .
develop skills of inquiry, comparison, and observation of themselves and the world
around them.
recognize and solve problems through active exploration, including trial and error and
interacting with peers and adults.
Social Studies
Students will . . .
understand the world around them, and how they interact with the world, including
themselves in the context of their family, school, neighborhood, and community.
Unified Pre-Kindergarten 7
3-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Social and Emotional Development.
Strand A: Early learning experiences will support children to develop trusting healthy
attachments and relationships with primary caregivers.
Trusting Relationships: Engage in interactions with less familiar
SE.48.1 adults.
Managing Separation: Manage most separations without distress and
SE.48.2 adjust to new settings in the presence of a
trusted adult.
Strand B: Early learning experiences will support children to develop self-regulation.
Regulation of Emotions and Behavior: Use strategies to self-soothe with limited adult
SE.48.3 support.
Regulation of Impulses and Behavior: With adult guidance and support, wait for short
SE.48.4 period of time to get something wanted (e.g.,
waiting for turn with a toy or waiting for next
step in daily routine).
Regulation of Impulses and Behavior: Make transitions and follow basic schedule,
SE.48.5 routines, and rules with occasional reminders.
Strand C: Early learning experiences will support children to develop, express, recognize,
and respond to emotions.
Emotional Expression: Express emotions experienced in typical daily
SE.48.6 routines (e.g., frustration at waiting, excitement
about a favored activity, pride) through
language and gesturing rather than physical
ways.
Recognition and Response to Emotions Recognize, label, and respond to a wide variety
in Others: of emotions in others.
SE.48.7
Recognition and Response to Emotions Make connections between emotional reaction
in Others: of others and own emotional experiences.
SE.48.8
Unified Pre-Kindergarten 8
Strand D: Early learning experiences will support children to develop self-awareness, self-
concept, and competence.
Sense of Self: Refer to themselves by first and last name and
SE.48.9 identify some characteristics (e.g., gender, hair
color, etc.) and skills.
Personal Preferences: Recognize and describe themselves in terms of
SE.48.10 basic preferences.
Self-Concept and Competency: Demonstrate confidence in a range of activities,
SE.48.11 routines, and tasks and take initiative in
attempting unfamiliar tasks.
Strand E: Early learning experiences will support children to develop social relationships.
Adult Relationships: Communicate with unfamiliar adults and accept
SE.48.12 or request guidance.
Play/Friendship: Interact with one or more children (including
SE.48.13 small groups) beginning to work together to
build or complete a project.
Play/Friendship: Interact with a variety of children in the
SE.48.14 program.
Conflict Resolution: Seek and accept adult help to solve problems
SE.48.15 with peers.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand A: Early learning experiences will support children to develop effective approaches
to learning.
Eagerness to Learn: Seek out new challenges and novel experiences.
C.48.3
Cooperation with Peers in Engage in and complete learning activities with
Learning Experiences: peers.
C.48.4
Cooperation with Peers in Help and cooperate in groups.
Learning Experiences:
C.48.5
Unified Pre-Kindergarten 9
Strand C: Early learning experiences will support children to strengthen executive
function.
Choosing and Planning: With adult assistance, choose activities and plan
C.48.13 what to do.
Cognitive Flexibility: With adult assistance, stop and consider
C.48.15 alternatives when encountering a problem.
Unified Pre-Kindergarten 10
3-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Engage in interactions with less familiar
SE.48.1 adults.
Managing Separation: Manage most separations without distress and
SE.48.2 adjust to new settings in the presence of a
trusted adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe with limited adult
SE.48.3 support.
Regulation of Impulses and Behavior: With adult guidance and support, wait for short
SE.48.4 period of time to get something wanted (e.g.,
waiting for turn with a toy or waiting for next
step in daily routine).
Regulation of Impulses and Behavior: Make transitions and follow basic schedule,
SE.48.5 routines, and rules with occasional reminders.
Emotional Expression: Express emotions experienced in typical daily
SE.48.6 routines (e.g., frustration at waiting, excitement
about a favored activity, pride) through
language and gesturing rather than physical
ways.
Recognition and Response to Emotions Recognize, label, and respond to a wide variety
in Others: of emotions in others.
SE.48.7
Recognition and Response to Emotions Make connections between emotional reaction
in Others: of others and own emotional experiences.
SE.48.8
Sense of Self: Refer to themselves by first and last name and
SE.48.9 identify some characteristics (e.g., gender, hair
color, etc.) and skills.
Personal Preferences: Recognize and describe themselves in terms of
SE.48.10 basic preferences.
Unified Pre-Kindergarten 11
Self-Concept and Competency: Demonstrate confidence in a range of activities,
SE.48.11 routines, and tasks and take initiative in
attempting unfamiliar tasks.
Adult Relationships: Communicate with unfamiliar adults and accept
SE.48.12 or request guidance.
Play/Friendship: Interact with one or more children (including
SE.48.13 small groups) beginning to work together to
build or complete a project.
Play/Friendship: Interact with a variety of children in the
SE.48.14 program.
Conflict Resolution: Seek and accept adult help to solve problems
SE.48.15 with peers.
Eagerness to Learn: Seek out new challenges and novel experiences.
C.48.3
Cooperation with Peers in Engage in and complete learning activities with
Learning Experiences: peers.
C.48.4
Cooperation with Peers in Help and cooperate in groups.
Learning Experiences:
C.48.5
Choosing and Planning: With adult assistance, choose activities and plan
C.48.13 what to do.
Cognitive Flexibility: With adult assistance, stop and consider
C.48.15 alternatives when encountering a problem.
Assured Assessments
SE.48.1 Individualized assessment: Wave to adult
SE.48.2 Individualized assessment: With adult assistance, calm down
SE.48.3 Individualized assessment: While upset, seek close proximity from adult
SE.48.4 Individualized assessment: With visual, wait for 5 seconds to get
something wanted
Unified Pre-Kindergarten 12
SE.48.5 Individualized assessment: With adult assistance (verbal prompts), make
transitions and follow basic schedule, routines, and rules
SE.48.6 Individualized assessment: Seek adult assistance for comfort
SE.48.7 Individualized assessment: Recognize, label, and respond to emotions on
feelings poster
SE.48.8 Individualized assessment: Reference a peer’s emotional reaction
SE.48.9 Individualized assessment: Learn personal information
SE.48.10 Individualized assessment: Learn individual preferences
SE.48.11 Individualized assessment: Seek adult assistance
SE.48.12 Individualized assessment: Use gestures
SE.48.13 Individualized assessment: Observe a peer in play
SE.48.14 Individualized assessment: Interact with a familiar peer
SE.48.15 Individualized assessment: Learn conflict resolution options from adult
C.48.3 Individualized assessment: Listen to verbal prompts to try new
experiences
C.48.4 Individualized assessment: With modeling, engage in learning activities
with one peer
C.48.5 Individualized assessment: With modeling, engage in group activities with
one peer
C.48.13 Individualized assessment: With modeling, will choose and plan what to
do
C.48.15 Individualized assessment: Will observe classroom-based problem-solving
Resources
Curriculum-based & classroom materials (SE.48.1, SE.48.2, SE.48.4, SE.48.5, SE.48.6,
SE.48.7, SE.48.8, SE.48.9, SE.48.10, SE.48.11, SE.48.12, SE.48.13, SE.48.14, SE.48.15,
C.48.3, C.48.5, C.48.13, C.48.15)
Books (SE.48.2, SE.48.3, SE.48.6, SE.48.8)
Tucker the Turtle visuals (SE.48.2, C.48.15)
Second Step listening rules cards and song (SE.48.2)
Songs (SE.48.3, SE.48.13, SE.48.14, SE.48.15, C.48.3)
Unified Pre-Kindergarten 13
Digital timer (SE.48.4)
Second Step feelings poster (SE.48.7, SE.48.8)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 14
3-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Engage in interactions with less familiar
SE.48.1 adults.
Managing Separation: Manage most separations without distress and
SE.48.2 adjust to new settings in the presence of a
trusted adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe with limited adult
SE.48.3 support.
Regulation of Impulses and Behavior: With adult guidance and support, wait for short
SE.48.4 period of time to get something wanted (e.g.,
waiting for turn with a toy or waiting for next
step in daily routine).
Regulation of Impulses and Behavior: Make transitions and follow basic schedule,
SE.48.5 routines, and rules with occasional reminders.
Emotional Expression: Express emotions experienced in typical daily
SE.48.6 routines (e.g., frustration at waiting, excitement
about a favored activity, pride) through
language and gesturing rather than physical
ways.
Recognition and Response to Emotions Recognize, label, and respond to a wide variety
in Others: of emotions in others.
SE.48.7
Recognition and Response to Emotions Make connections between emotional reaction
in Others: of others and own emotional experiences.
SE.48.8
Sense of Self: Refer to themselves by first and last name and
SE.48.9 identify some characteristics (e.g., gender, hair
color, etc.) and skills.
Personal Preferences: Recognize and describe themselves in terms of
SE.48.10 basic preferences.
Unified Pre-Kindergarten 15
Self-Concept and Competency: Demonstrate confidence in a range of activities,
SE.48.11 routines, and tasks and take initiative in
attempting unfamiliar tasks.
Adult Relationships: Communicate with unfamiliar adults and accept
SE.48.12 or request guidance.
Play/Friendship: Interact with one or more children (including
SE.48.13 small groups) beginning to work together to
build or complete a project.
Play/Friendship: Interact with a variety of children in the
SE.48.14 program.
Conflict Resolution: Seek and accept adult help to solve problems
SE.48.15 with peers.
Eagerness to Learn: Seek out new challenges and novel experiences.
C.48.3
Cooperation with Peers in Engage in and complete learning activities with
Learning Experiences: peers.
C.48.4
Cooperation with Peers in Help and cooperate in groups.
Learning Experiences:
C.48.5
Choosing and Planning: With adult assistance, choose activities and plan
C.48.13 what to do.
Cognitive Flexibility: With adult assistance, stop and consider
C.48.15 alternatives when encountering a problem.
Assured Assessments
SE.48.1 Individualized assessment: Introduce self to adult
SE.48.2 Individualized assessment: Self-calm within 5 minutes
SE.48.3 Individualized assessment: While upset, ask calmly for adult help
SE.48.4 Individualized assessment: With visual, wait for 10 seconds to get
something wanted
Unified Pre-Kindergarten 16
SE.48.5 Individualized assessment: With reference to visuals and minimal verbal
reminders, make transitions and follow basic schedule, routines, and rules
SE.48.6 Individualized assessment: Use visuals of feelings, sometimes paired with
gestures, to express emotions
SE.48.7 Individualized assessment: Recognize, label, and respond to emotions in
books
SE.48.8 Individualized assessment: Reference emotions on feelings poster
SE.48.9 Individualized assessment: Begin to share personal information with adult
prompting
SE.48.10 Individualized assessment: Begin to share individual preferences with
adult prompting
SE.48.11 Individualized assessment: Begin to engage in unfamiliar tasks with adult
prompting
SE.48.12 Individualized assessment: Mimic adult models
SE.48.13 Individualized assessment: Parallel-play with a peer
SE.48.14 Individualized assessment: Interact with more than one familiar peer in a
small group
SE.48.15 Individualized assessment: With adult assistance, use visuals to select
conflict resolution option
C.48.3 Individualized assessment: Follow gesture to try new experiences
C.48.4 Individualized assessment: With modeling, engage in learning activities
with small group
C.48.5 Individualized assessment: With modeling, engage in group activities with
small group
C.48.13 Individualized assessment: With verbal reminders, will choose and plan
what to do
C.48.15 Individualized assessment: Will practice classroom-based problem-solving
Unified Pre-Kindergarten 17
Resources
Curriculum-based & classroom materials (SE.48.1, SE.48.2, SE.48.4, SE.48.5, SE.48.6,
SE.48.7, SE.48.8, SE.48.9, SE.48.10, SE.48.11, SE.48.12, SE.48.13, SE.48.14, SE.48.15,
C.48.3, C.48.5, C.48.13, C.48.15)
Books (SE.48.2, SE.48.3, SE.48.6, SE.48.8)
Tucker the Turtle visuals (SE.48.2, C.48.15)
Second Step listening rules cards and song (SE.48.2)
Songs (SE.48.3, SE.48.13, SE.48.14, SE.48.15, C.48.3)
Digital timer (SE.48.4)
Second Step feelings poster (SE.48.7, SE.48.8)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 18
3-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Engage in interactions with less familiar
SE.48.1 adults.
Managing Separation: Manage most separations without distress and
SE.48.2 adjust to new settings in the presence of a
trusted adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe with limited adult
SE.48.3 support.
Regulation of Impulses and Behavior: With adult guidance and support, wait for short
SE.48.4 period of time to get something wanted (e.g.,
waiting for turn with a toy or waiting for next
step in daily routine).
Regulation of Impulses and Behavior: Make transitions and follow basic schedule,
SE.48.5 routines, and rules with occasional reminders.
Emotional Expression: Express emotions experienced in typical daily
SE.48.6 routines (e.g., frustration at waiting, excitement
about a favored activity, pride) through
language and gesturing rather than physical
ways.
Recognition and Response to Emotions Recognize, label, and respond to a wide variety
in Others: of emotions in others.
SE.48.7
Recognition and Response to Emotions Make connections between emotional reaction
in Others: of others and own emotional experiences.
SE.48.8
Sense of Self: Refer to themselves by first and last name and
SE.48.9 identify some characteristics (e.g., gender, hair
color, etc.) and skills.
Personal Preferences: Recognize and describe themselves in terms of
SE.48.10 basic preferences.
Unified Pre-Kindergarten 19
Self-Concept and Competency: Demonstrate confidence in a range of activities,
SE.48.11 routines, and tasks and take initiative in
attempting unfamiliar tasks.
Adult Relationships: Communicate with unfamiliar adults and accept
SE.48.12 or request guidance.
Play/Friendship: Interact with one or more children (including
SE.48.13 small groups) beginning to work together to
build or complete a project.
Play/Friendship: Interact with a variety of children in the
SE.48.14 program.
Conflict Resolution: Seek and accept adult help to solve problems
SE.48.15 with peers.
Eagerness to Learn: Seek out new challenges and novel experiences.
C.48.3
Cooperation with Peers in Engage in and complete learning activities with
Learning Experiences: peers.
C.48.4
Cooperation with Peers in Help and cooperate in groups.
Learning Experiences:
C.48.5
Choosing and Planning: With adult assistance, choose activities and plan
C.48.13 what to do.
Cognitive Flexibility: With adult assistance, stop and consider
C.48.15 alternatives when encountering a problem.
Assured Assessments
SE.48.1 Individualized assessment: Engage with adult
SE.48.2 Individualized assessment: Manage separation without upset
SE.48.3 Individualized assessment: While upset, seek eye contact from adult
SE.48.4 Individualized assessment: With visual, wait for 15 seconds to get
something wanted
Unified Pre-Kindergarten 20
SE.48.5 Individualized assessment: With occasional gestural reminders, make
transitions and follow basic schedule, routines, and rules
SE.48.6 Individualized assessment: Independently use words or gestures to express
emotions
SE.48.7 Individualized assessment: Recognize, label, and respond to emotions in
peers
SE.48.8 Individualized assessment: Reference emotions independently
SE.48.9 Individualized assessment: Share personal information independently
SE.48.10 Individualized assessment: Share individual preferences independently
SE.48.11 Individualized assessment: Engage in unfamiliar tasks independently
SE.48.12 Individualized assessment: Use words and willingly accept or request
guidance
SE.48.13 Individualized assessment: Independently interact with a peer within a
small working group
SE.48.14 Individualized assessment: Independently interact with a large group of
peers
SE.48.15 Individualized assessment: Ask adult for help to resolve conflict
C.48.3 Individualized assessment: Initiate new experiences
C.48.4 Individualized assessment: Independently engage in learning activities
with peers
C.48.5 Individualized assessment: Independently help and cooperate in large
group
C.48.13 Individualized assessment: With gestural reminders, will choose and plan
what to do
C.48.15 Individualized assessment: With adult assistance, will refer to accessible
classroom-based problem-solving materials
Resources
Curriculum-based & classroom materials (SE.48.1, SE.48.2, SE.48.4, SE.48.5, SE.48.6,
SE.48.7, SE.48.8, SE.48.9, SE.48.10, SE.48.11, SE.48.12, SE.48.13, SE.48.14, SE.48.15,
C.48.3, C.48.5, C.48.13, C.48.15)
Unified Pre-Kindergarten 21
Books (SE.48.2, SE.48.3, SE.48.6, SE.48.8)
Tucker the Turtle visuals (SE.48.2, C.48.15)
Second Step listening rules cards and song (SE.48.2)
Songs (SE.48.3, SE.48.13, SE.48.14, SE.48.15, C.48.3)
Digital timer (SE.48.4)
Second Step feelings poster (SE.48.7, SE.48.8)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 22
3-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Language Arts.
Strand A: Early learning experiences will support children to understand language
(receptive language).
Word Comprehension: Understand words or signs for objects, actions,
L.48.1 and visible attributes found frequently in both
real and symbolic contexts.
Language Comprehension: Understand increasingly complex sentences that
L.48.2 include 2-3 concepts (e.g., “Put the blue paper
under the box.”).
Strand B: Early learning experiences will support children to use language (expressive
language).
Vocabulary: Use accepted words for objects, actions, and
L.48.3 attributes encountered frequently in both real
and symbolic contexts.
Vocabulary: Use simple pronouns (e.g., I, me, you, mine, he,
L.48.4 she).
Vocabulary: Begin to use some words that are not a part of
L.48.5 everyday conversational speech but that are
learned through books and personal experiences
(e.g., gigantic, rapidly, frustrated, transportation,
race, or jog).
Expression of Ideas, Feelings, and Needs: Communicate about current or removed events
L.48.6 and/or objects.
Expression of Ideas, Feelings, and Needs: Use increasingly longer, complex sentences that
L.48.7 combine phrases or concepts to communicate
ideas.
Language Structure: Use basic grammar rules including irregular past
L.48.8 tense and questions.
Language Structure: Use speech that is mostly intelligible to familiar
L.48.9 and unfamiliar adults.
Unified Pre-Kindergarten 23
Strand C: Early learning experiences will support children to use language for social
interaction.
Conventions of Conversation: Maintain a topic of conversation over the course
L.48.10 of several turns.
Language for Interaction: Answer simple who, what, where, and why
L.48.11 questions.
Strand D: Early learning experiences will support children to gain book appreciation and
knowledge.
Interest and Engagement with Books: Select fiction and nonfiction books to be read
L.48.12 and attend with interest.
Understanding of Stories or Information: Demonstrate comprehension through retelling
L.48.13 with use of pictures and props, acting out main
events, or sharing information learned from
nonfiction text.
Understanding of Stories or Information: Ask and answer simple who, what, where, and
L.48.14 why questions related to story or text.
Understanding of Stories or Information: Make predictions and/or ask questions about the
L.48.15 text by examining the title, cover, pictures.
Strand E: Early learning experiences will support children to gain knowledge of print and
its uses.
Book Concepts: Look at pages of a book from left to right (or
L.48.16 according to conventions of home language).
Book Concepts: Recognize that print represents spoken words
L.48.17 (e.g., first name in print, environmental labels).
Print Concepts: Identify some printed words and/or common
L.48.18 symbols (e.g., bathroom signs) in the context of
the environment.
Letter Recognition: Recognize some letters, especially those in
L.48.19 one’s own name.
Strand F: Early learning experiences will support children to develop phonological
awareness.
Unified Pre-Kindergarten 24
Phonological Awareness: Recognize rhyming words in songs, chants, or
L.48.20 poems.
Phonological Awareness: Identify when initial sounds in words are the
L.48.21 same.
Phonological Awareness: Distinguish individual words in a sentence.
L.48.22
Strand G: Early learning experiences will support children to convey meaning through
drawing, letters, and words.
Drawing and Writing: Draw or “write” to convey an idea, event, or
L.48.23 story. “Writing” involves scribbles, letters,
and/or letter-like shapes (e.g., make pretend list
or use words to dictate a message to
communicate with others).
Drawing and Writing: Write in a manner that is distinct from drawing.
L.48.24 Combine scribbles with letter-like forms.
Unified Pre-Kindergarten 25
3-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand words or signs for objects, actions,
L.48.1 and visible attributes found frequently in both
real and symbolic contexts.
Language Comprehension: Understand increasingly complex sentences that
L.48.2 include 2-3 concepts (e.g., “Put the blue paper
under the box.”).
Vocabulary: Use accepted words for objects, actions, and
L.48.3 attributes encountered frequently in both real
and symbolic contexts.
Vocabulary: Use simple pronouns (e.g., I, me, you, mine, he,
L.48.4 she).
Vocabulary: Begin to use some words that are not a part of
L.48.5 everyday conversational speech but that are
learned through books and personal experiences
(e.g., gigantic, rapidly, frustrated, transportation,
race, or jog).
Expression of Ideas, Feelings, and Needs: Communicate about current or removed events
L.48.6 and/or objects.
Expression of Ideas, Feelings, and Needs: Use increasingly longer, complex sentences that
L.48.7 combine phrases or concepts to communicate
ideas.
Language Structure: Use basic grammar rules including irregular past
L.48.8 tense and questions.
Language Structure: Use speech that is mostly intelligible to familiar
L.48.9 and unfamiliar adults.
Language for Interaction: Answer simple who, what, where, and why
L.48.11 questions.
Interest and Engagement with Books: Select fiction and nonfiction books to be read
L.48.12 and attend with interest.
Unified Pre-Kindergarten 26
Understanding of Stories or Information: Demonstrate comprehension through retelling
L.48.13 with use of pictures and props, acting out main
events, or sharing information learned from
nonfiction text.
Understanding of Stories or Information: Ask and answer simple who, what, where, and
L.48.14 why questions related to story or text.
Understanding of Stories or Information: Make predictions and/or ask questions about the
L.48.15 text by examining the title, cover, pictures.
Book Concepts: Look at pages of a book from left to right (or
L.48.16 according to conventions of home language).
Book Concepts: Recognize that print represents spoken words
L.48.17 (e.g., first name in print, environmental labels).
Letter Recognition: Recognize some letters, especially those in
L.48.19 one’s own name.
Phonological Awareness: Recognize rhyming words in songs, chants, or
L.48.20 poems.
Phonological Awareness: Identify when initial sounds in words are the
L.48.21 same.
Phonological Awareness: Distinguish individual words in a sentence.
L.48.22
Drawing and Writing: Draw or “write” to convey an idea, event, or
L.48.23 story. “Writing” involves scribbles, letters,
and/or letter-like shapes (e.g., make pretend list
or use words to dictate a message to
communicate with others).
Drawing and Writing: Write in a manner that is distinct from drawing.
L.48.24 Combine scribbles with letter-like forms.
Assured Assessments
L.48.1 Curriculum-based assessment: Identify vocabulary in curriculum content
via pictures paired with words
L.48.2 Curriculum-based assessment: Follow a 1-step directive
Unified Pre-Kindergarten 27
L.48.3 Individualized assessment & Observation: Use complete phrases
(minimum three words) to express thoughts and begin to participate in
structured group discussions
L.48.4 Individualized assessment & Observation: Use simple pronouns I, you,
me, my, mine
L.48.5 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.6 Individualized assessment & Observation: Share a personal experience
with others by telling one detail from a picture
L.48.7 Individualized assessment & Observation: Use complete phrases
(minimum three words) to express thoughts and begin to participate in
structured group discussions
L.48.8 Individualized assessment & Observation: Explore simple irregular verbs
(ate, ran, wrote, read, etc.)
L.48.9 Individualized assessment & Observation: Use intelligible speech 75% of
the time
L.48.11 Curriculum-based assessment: Respond to literal question that uses “what”
L.48.12 Individualized assessment & Observation: Independently choose a book to
read; Independently “read” books
L.48.13 Observation: With visual support (e.g., books/props for recall), explore
characters and plots
L.48.14 Observation: Ask literal questions that use “what”
L.48.15 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.16 Individualized assessment & Observation: Demonstrate initial book
awareness (e.g., holding book upright, turning pages)
L.48.17 Curriculum-based assessment: Recognize first letter in first name
L.48.19 Curriculum-based assessment: Recognize first letter in first name
L.48.20 Observation: Explore rhymes through songs, chants, and/or poems
L.48.21 Observation: Explore sounds through songs, books, and conversation
Unified Pre-Kindergarten 28
L.48.22 Individualized assessment & Observation: Rather than using 1-word
phrase, communicate by using up to 4-word sentence (e.g., rather than
saying “car,” will say “I want red car.”)
L.48.23 Observation: Explore copying pre-writing skills (e.g., vertical line,
horizontal line, circle, and +)
L.48.24 Observation: Explore copying pre-writing skills (e.g., vertical line,
horizontal line, circle, and +)
Resources
Curriculum-based & classroom materials & common objects (L.48.1, L.48.2, L.48.3,
L.48.7, L.48.20, L.48.21, L.48.23, L.48.24)
Books (L.48.1, L.48.3, L.48.5, L.48.6, L.48.11, L.48.12, L.48.13, L.48.14, L.48.15,
L.48.16)
Picture cards (L.48.1, L.48.6)
Rhymes (L.48.3)
Songs (L.48.3)
Alphabet letters (L.48.17, L.48.19)
Fundations curriculum (L.48.17, L.48.19, L.48.21, L.48.23, L.48.24)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 29
3-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand words or signs for objects, actions,
L.48.1 and visible attributes found frequently in both
real and symbolic contexts.
Language Comprehension: Understand increasingly complex sentences that
L.48.2 include 2-3 concepts (e.g., “Put the blue paper
under the box.”).
Vocabulary: Use accepted words for objects, actions, and
L.48.3 attributes encountered frequently in both real
and symbolic contexts.
Vocabulary: Use simple pronouns (e.g., I, me, you, mine, he,
L.48.4 she).
Vocabulary: Begin to use some words that are not a part of
L.48.5 everyday conversational speech but that are
learned through books and personal experiences
(e.g., gigantic, rapidly, frustrated, transportation,
race, or jog).
Expression of Ideas, Feelings, and Needs: Communicate about current or removed events
L.48.6 and/or objects.
Expression of Ideas, Feelings, and Needs: Use increasingly longer, complex sentences that
L.48.7 combine phrases or concepts to communicate
ideas.
Language Structure: Use basic grammar rules including irregular past
L.48.8 tense and questions.
Language Structure: Use speech that is mostly intelligible to familiar
L.48.9 and unfamiliar adults.
Conventions of Conversation: Maintain a topic of conversation over the course
L.48.10 of several turns.
Language for Interaction: Answer simple who, what, where, and why
L.48.11 questions.
Unified Pre-Kindergarten 30
Interest and Engagement with Books: Select fiction and nonfiction books to be read
L.48.12 and attend with interest.
Understanding of Stories or Information: Demonstrate comprehension through retelling
L.48.13 with use of pictures and props, acting out main
events, or sharing information learned from
nonfiction text.
Understanding of Stories or Information: Ask and answer simple who, what, where, and
L.48.14 why questions related to story or text.
Understanding of Stories or Information: Make predictions and/or ask questions about the
L.48.15 text by examining the title, cover, pictures.
Book Concepts: Look at pages of a book from left to right (or
L.48.16 according to conventions of home language).
Book Concepts: Recognize that print represents spoken words
L.48.17 (e.g., first name in print, environmental labels).
Print Concepts: Identify some printed words and/or common
L.48.18 symbols (e.g., bathroom signs) in the context of
the environment.
Letter Recognition: Recognize some letters, especially those in
L.48.19 one’s own name.
Phonological Awareness: Recognize rhyming words in songs, chants, or
L.48.20 poems.
Phonological Awareness: Identify when initial sounds in words are the
L.48.21 same.
Phonological Awareness: Distinguish individual words in a sentence.
L.48.22
Drawing and Writing: Draw or “write” to convey an idea, event, or
L.48.23 story. “Writing” involves scribbles, letters,
and/or letter-like shapes (e.g., make pretend list
or use words to dictate a message to
communicate with others).
Drawing and Writing: Write in a manner that is distinct from drawing.
L.48.24 Combine scribbles with letter-like forms.
Unified Pre-Kindergarten 31
Assured Assessments
L.48.1 Curriculum-based assessment: Identify vocabulary in curriculum content
via pictures paired with words
L.48.2 Curriculum-based assessment: Follow 2-step directives
L.48.3 Individualized assessment & Observation: Respond to simple questions
related to personal experiences; Repeat simple phrases from familiar short
poems, rhymes, and songs
L.48.4 Individualized assessment & Observation: Use simple pronouns her, his,
theirs (possessive pronouns with gender)
L.48.5 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.6 Individualized assessment & Observation: Share a personal experience
with others by telling an action from a picture
L.48.7 Individualized assessment & Observation: Respond to simple questions
related to personal experiences; Repeat simple phrases from familiar short
poems, rhymes, and songs
L.48.8 Individualized assessment & Observation: Imitate simple irregular verbs
(ate, ran, wrote, read, etc.)
L.48.9 Individualized assessment & Observation: Use intelligible speech 80% of
the time
L.48.10 Observation: Contribute one idea about a topic
L.48.11 Curriculum-based assessment: Respond to literal questions that use “what”
and “who”
L.48.12 Individualized assessment & Observation: Independently choose a book to
read; Independently “read” books
L.48.13 Observation: With visual support (e.g., books/props to retell characters
and events), retell one action from a story, and answer literal questions
“who” and “what” related to a story
L.48.14 Curriculum-based assessment: Ask literal questions that use “what” and
“who”
Unified Pre-Kindergarten 32
L.48.15 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.16 Individualized assessment & Observation: Demonstrate increased book
awareness (e.g., holding book upright, turning pages, and demonstrating
interest in reading-related activity, such as independently choosing a book)
L.48.17 Curriculum-based assessment: Label first letter in first name
L.48.18 Curriculum-based assessment: Recognize by pointing to environmental
print in familiar labels/signs
L.48.19 Curriculum-based assessment: Label first letter in first name
L.48.20 Observation: Explore rhymes through songs, chants, and/or poems
L.48.21 Observation: Explore sounds through songs, books, and conversation
L.48.22 Individualized assessment & Observation: Rather than using 1-word
phrase, communicate by using up to 4-word sentence (e.g., rather than
saying “car,” will say “I want red car.”)
L.48.23 Curriculum-based assessment: Copy and trace pre-writing lines (e.g.,
vertical line, horizontal line, circle, and +); Explore representing name on
paper; Explore tracing simple shapes and diagonal lines
L.48.24 Curriculum-based assessment: Copy and trace pre-writing lines (e.g.,
vertical line, horizontal line, circle, and +); Explore representing name on
paper; Explore tracing simple shapes and diagonal lines
Resources
Curriculum-based & classroom materials & common objects (L.48.1, L.48.2, L.48.3,
L.48.7, L.48.14, L.48.20, L.48.21, L.48.23, L.48.24)
Books (L.48.1, L.48.3, L.48.5, L.48.6, L.48.11, L.48.12, L.48.13, L.48.14, L.48.15,
L.48.16)
Picture cards (L.48.1, L.48.6)
Rhymes (L.48.3)
Songs (L.48.3)
Alphabet letters (L.48.17, L.48.19)
Fundations curriculum (L.48.17, L.48.18, L.48.19, L.48.21, L.48.23, L.48.24)
Printed words (L.48.18)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 33
3-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand words or signs for objects, actions,
L.48.1 and visible attributes found frequently in both
real and symbolic contexts.
Language Comprehension: Understand increasingly complex sentences that
L.48.2 include 2-3 concepts (e.g., “Put the blue paper
under the box.”).
Vocabulary: Use accepted words for objects, actions, and
L.48.3 attributes encountered frequently in both real
and symbolic contexts.
Vocabulary: Use simple pronouns (e.g., I, me, you, mine, he,
L.48.4 she).
Vocabulary: Begin to use some words that are not a part of
L.48.5 everyday conversational speech but that are
learned through books and personal experiences
(e.g., gigantic, rapidly, frustrated, transportation,
race, or jog).
Expression of Ideas, Feelings, and Needs: Communicate about current or removed events
L.48.6 and/or objects.
Expression of Ideas, Feelings, and Needs: Use increasingly longer, complex sentences that
L.48.7 combine phrases or concepts to communicate
ideas.
Language Structure: Use basic grammar rules including irregular past
L.48.8 tense and questions.
Language Structure: Use speech that is mostly intelligible to familiar
L.48.9 and unfamiliar adults.
Conventions of Conversation: Maintain a topic of conversation over the course
L.48.10 of several turns.
Language for Interaction: Answer simple who, what, where, and why
L.48.11 questions.
Unified Pre-Kindergarten 34
Interest and Engagement with Books: Select fiction and nonfiction books to be read
L.48.12 and attend with interest.
Understanding of Stories or Information: Demonstrate comprehension through retelling
L.48.13 with use of pictures and props, acting out main
events, or sharing information learned from
nonfiction text.
Understanding of Stories or Information: Ask and answer simple who, what, where, and
L.48.14 why questions related to story or text.
Understanding of Stories or Information: Make predictions and/or ask questions about the
L.48.15 text by examining the title, cover, pictures.
Book Concepts: Look at pages of a book from left to right (or
L.48.16 according to conventions of home language).
Book Concepts: Recognize that print represents spoken words
L.48.17 (e.g., first name in print, environmental labels).
Print Concepts: Identify some printed words and/or common
L.48.18 symbols (e.g., bathroom signs) in the context of
the environment.
Letter Recognition: Recognize some letters, especially those in
L.48.19 one’s own name.
Phonological Awareness: Recognize rhyming words in songs, chants, or
L.48.20 poems.
Phonological Awareness: Identify when initial sounds in words are the
L.48.21 same.
Phonological Awareness: Distinguish individual words in a sentence.
L.48.22
Drawing and Writing: Draw or “write” to convey an idea, event, or
L.48.23 story. “Writing” involves scribbles, letters,
and/or letter-like shapes (e.g., make pretend list
or use words to dictate a message to
communicate with others).
Drawing and Writing: Write in a manner that is distinct from drawing.
L.48.24 Combine scribbles with letter-like forms.
Unified Pre-Kindergarten 35
Assured Assessments
L.48.1 Curriculum-based assessment: Identify vocabulary in curriculum content
via pictures paired with words
L.48.2 Curriculum-based assessment: Follow 2-step directives
L.48.3 Individualized assessment & Observation: Respond to simple questions
related to personal experiences; Repeat simple phrases from familiar short
poems, rhymes, and songs
L.48.4 Individualized assessment & Observation: Use simple pronouns he, she,
they
L.48.5 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.6 Individualized assessment & Observation: Share a personal experience
with others by telling an action from a picture
L.48.7 Individualized assessment & Observation: Respond to simple questions
related to personal experiences; Repeat simple phrases from familiar short
poems, rhymes, and songs
L.48.8 Individualized assessment & Observation: Use simple irregular verbs (ate,
ran, wrote, read, etc.)
L.48.9 Individualized assessment & Observation: Use intelligible speech 90% of
the time
L.48.10 Observation: Maintain conversation on topic for two exchanges
L.48.11 Curriculum-based assessment & Observation: Respond to literal questions
that use “where” and “what do,” and explore “why” questions
L.48.12 Individualized assessment & Observation: Independently choose a book to
read; Independently “read” books
L.48.13 Observation: With visual support (e.g., books/props to retell characters
and events), retell one action from a story, and answer literal questions
“who” and “what” related to a story; Explore asking questions related to
story or text
L.48.14 Curriculum-based assessment & Observation: Ask literal questions that
use “where” and “what do,” and explore “why” questions
Unified Pre-Kindergarten 36
L.48.15 Observation: Explore making simple connections between self and text,
and explore using pictures to make simple predictions
L.48.16 Individualized assessment & Observation: Demonstrate increased book
awareness (e.g., holding book upright, turning pages, and demonstrating
interest in reading-related activity, such as independently choosing a book)
L.48.17 Curriculum-based assessment: Recognize by pointing to environmental
print in familiar labels/signs
L.48.18 Curriculum-based assessment: Recognize by pointing to environmental
print in familiar labels/signs
L.48.19 Curriculum-based assessment: Recognize first name; Explore matching
letters in first name
L.48.20 Individualized assessment: Using pictures/objects, when presented with a
field of two, identify the rhyme match
L.48.21 Observation: Explore sounds through songs, books, and conversation
L.48.22 Individualized assessment & Observation: Rather than using 1-word
phrase, communicate by using up to 4-word sentence (e.g., rather than
saying “car,” will say “I want red car.”)
L.48.23 Curriculum-based assessment: Copy and trace pre-writing lines (e.g.,
vertical line, horizontal line, circle, and +); Explore representing name on
paper; Explore tracing simple shapes and diagonal lines
L.48.24 Curriculum-based assessment: Copy and trace pre-writing lines (e.g.,
vertical line, horizontal line, circle, and +); Explore representing name on
paper; Explore tracing simple shapes and diagonal lines
Resources
Curriculum-based & classroom materials & common objects (L.48.1, L.48.2, L.48.3,
L.48.7, L.48.14, L.48.20, L.48.21, L.48.23, L.48.24)
Books (L.48.1, L.48.3, L.48.5, L.48.6, L.48.11, L.48.12, L.48.13, L.48.14, L.48.15,
L.48.16)
Picture cards (L.48.1, L.48.6)
Rhymes (L.48.3)
Songs (L.48.3)
Alphabet letters (L.48.17, L.48.19)
Fundations curriculum (L.48.17, L.48.18, L.48.19, L.48.23, L.48.24)
Printed words (L.48.18)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 37
3-YEAR-OLDS, DOMAIN 3: MATHEMATICS
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Mathematics.
Strand A: Early learning experiences will support children to understand counting and
cardinality.
Number Names: Say or sign the number sequence up to at least 10.
M.48.1
Cardinality: Count up to at least five objects using one-to-one
M.48.2 correspondence, using the number name of the last object
counted to represent the total number of objects in a set.
Cardinality: Count out a set of objects up to four.
M.48.3
Written Numerals: Recognize written numerals up to at least 5.
M.48.4
Recognition of Quantity: Recognize and name, without counting, the number of
M.48.5 objects in small groups of at least 3 or 4 objects.
Comparison: Compare sets of up to 10 objects using a visual matching or
M.60.6 counting strategy and describing the comparison as more,
less than, or the same.
Strand B: Early learning experiences will support children to understand and describe
relationships to solve problems (operations and algebraic thinking).
Number Operations: Understand that adding to (or taking away) one or more
M.48.7 objects from a group will increase or decrease the objects in
the group.
Strand C: Early learning experiences will support children to understand the attributes
and relative properties of objects (measurement and data).
Measurement: Recognize measurable attribute of an object such as length,
M.48.8 weight, or capacity.
Data: Sort objects into two groups, count, and compare the
M.48.9 quantity of the groups formed (e.g., indicate which is
more).
Unified Pre-Kindergarten 38
Sorting and Classifying: Sort and classify objects by one attribute into two or more
M.48.10 groups (e.g., color, size, shape).
Strand D: Early learning experiences will support children to understand shapes and
spatial relationships (geometry and spatial sense).
Spatial Relationships: Use positional vocabulary (e.g., up/down, in/out, on/off,
M.48.11 under) to identify and describe the location of an object.
Identification of Shapes: Identify 2-dimensional shapes (starting with familiar shapes
M.48.12 such as circle and triangle) in different orientations and
sizes.
Composition of Shapes: Combine two or more shapes to create a new shape or to
M.48.13 represent an object in the environment.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand B: Early learning experiences will support children to use logic and reasoning.
Attributes, Sorting, and Patterns: Identify similarities and differences in objects, people,
C.48.7 events, sounds based on one attribute (e.g., same or
different colors, loud or soft sound).
Attributes, Sorting, and Patterns: Recognize patterns in routines, objects, and/or sounds and
C.48.8 replicate sequence using objects or language.
The following domain goal derives from recommended best practices for early childhood
education.
Composition of Shapes Explore simple shape and jigsaw puzzles and explain
reasoning.
Unified Pre-Kindergarten 39
3-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 10.
M.48.1
Recognition of Quantity: Recognize and name, without counting, the number of
M.48.5 objects in small groups of at least 3 or 4 objects.
Measurement: Recognize measurable attribute of an object such as length,
M.48.8 weight, or capacity.
Sorting and Classifying: Sort and classify objects by one attribute into two or more
M.48.10 groups (e.g., color, size, shape).
Spatial Relationships: Use positional vocabulary (e.g., up/down, in/out, on/off,
M.48.11 under) to identify and describe the location of an object.
Identification of Shapes: Identify 2-dimensional shapes (starting with familiar shapes
M.48.12 such as circle and triangle) in different orientations and
sizes.
Composition of Shapes: Combine two or more shapes to create a new shape or to
M.48.13 represent an object in the environment.
Attributes, Sorting, and Patterns: Identify similarities and differences in objects, people,
C.48.7 events, sounds based on one attribute (e.g., same or
different colors, loud or soft sound).
Attributes, Sorting, and Patterns: Recognize patterns in routines, objects, and/or sounds and
C.48.8 replicate sequence using objects or language.
Composition of Shapes Explore simple shape and jigsaw puzzles and explain
reasoning.
Assured Assessments
M.48.1 Curriculum-based assessment: Rote count to 3
M.48.5 Curriculum-based assessment: Recognize and name one object
M.48.8 Observation: Explore concepts related to properties of objects
Unified Pre-Kindergarten 40
M.48.10 Curriculum-based assessment: Match all eleven colors
M.48.11 Curriculum-based assessment: Receptively identify up/down, in/out, on/off, under
M.48.12 Curriculum-based assessment: Receptively identify circles, squares; Expressively
identify circles
M.48.13 Observation: Explore combining two or more shapes to create new shape
C.48.7 Curriculum-based assessment: Match eleven colors; Receptively identify colors:
red, blue, green, yellow; Expressively identify colors: red, blue, yellow
C.48.8 Curriculum-based assessment: Mirror AB pattern of physical movement
Curriculum-based assessment: Complete four-piece puzzle
Resources
Math manipulatives (M.48.5, M.48.8, M.48.10, M.48.12, M.48.13, C.48.7, C.48.8)
Positional and vocabulary-related objects (M.48.11)
Inset, slide, and interlocking puzzles
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 41
3-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 10.
M.48.1
Cardinality: Count up to at least five objects using one-to-one
M.48.2 correspondence, using the number name of the last object
counted to represent the total number of objects in a set.
Cardinality: Count out a set of objects up to four.
M.48.3
Written Numerals: Recognize written numerals up to at least 5.
M.48.4
Recognition of Quantity: Recognize and name, without counting, the number of
M.48.5 objects in small groups of at least 3 or 4 objects.
Comparison: Compare sets of up to 10 objects using a visual matching or
M.60.6 counting strategy and describing the comparison as more,
less than, or the same.
Number Operations: Understand that adding to (or taking away) one or more
M.48.7 objects from a group will increase or decrease the objects
in the group.
Measurement: Recognize measurable attribute of an object such as length,
M.48.8 weight, or capacity.
Data: Sort objects into two groups, count, and compare the
M.48.9 quantity of the groups formed (e.g., indicate which is
more).
Sorting and Classifying: Sort and classify objects by one attribute into two or more
M.48.10 groups (e.g., color, size, shape).
Spatial Relationships: Use positional vocabulary (e.g., up/down, in/out, on/off,
M.48.11 under) to identify and describe the location of an object.
Unified Pre-Kindergarten 42
Identification of Shapes: Identify 2-dimensional shapes (starting with familiar shapes
M.48.12 such as circle and triangle) in different orientations and
sizes.
Composition of Shapes: Combine two or more shapes to create a new shape or to
M.48.13 represent an object in the environment.
Attributes, Sorting, and Patterns: Identify similarities and differences in objects, people,
C.48.7 events, sounds based on one attribute (e.g., same or
different colors, loud or soft sound).
Attributes, Sorting, and Patterns: Recognize patterns in routines, objects, and/or sounds and
C.48.8 replicate sequence using objects or language.
Composition of Shapes Explore simple shape and jigsaw puzzles and explain
reasoning.
Assured Assessments
M.48.1 Curriculum-based assessment: Rote count to 5
M.48.2 Curriculum-based assessment: 1-to-1 counting up to three objects
M.48.3 Curriculum-based assessment: Represent quantity of three objects in a set by
counting using 1:1 correspondence
M.48.4 Curriculum-based assessment: Recognize numerals 1 & 2
M.48.5 Curriculum-based assessment: Recognize and name two objects
M.48.6 Curriculum-based assessment & Individualized assessment: Compare sets of 10
objects to determine which set has “more”
M.48.7 Curriculum-based assessment: Count as one more object is added to 5
M.48.8 Observation: Recognize light/heavy
M.48.9 Individualized assessment & Observation: Make accurate statements about
graphs; identify groups with “more”
M.48.10 Curriculum-based assessment: Sort non-identical objects by one attribute (e.g.,
color)
M.48.11 Curriculum-based assessment: Receptively identify over, front, back;
Expressively identify in, out, on
Unified Pre-Kindergarten 43
M.48.12 Curriculum-based assessment: Receptively identify triangles; Expressively
identify squares
M.48.13 Observation: Explore combining two or more shapes to create new shape
C.48.7 Curriculum-based assessment: Receptively identify colors: orange, purple, pink;
Expressively identify colors: green, orange
C.48.8 Curriculum-based assessment: After teacher models AB pattern with objects three
times, student will reproduce pattern from left to right
Curriculum-based assessment: Complete four-piece puzzle
Resources
Math manipulatives (M.48.2, M.48.3, M.48.5, M.48.6, M.48.7, M.48.8, M.48.9, M.48.10,
M.48.12, M.48.13, C.48.7, C.48.8)
Numerals paired with objects (M.48.4)
Seven-day calendar (M.48.7)
Number line (M.48.7)
Positional and vocabulary-related objects (M.48.11)
Inset, slide, and interlocking puzzles
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 44
3-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 10.
M.48.1
Cardinality: Count up to at least five objects using one-to-one
M.48.2 correspondence, using the number name of the last object
counted to represent the total number of objects in a set.
Cardinality: Count out a set of objects up to four.
M.48.3
Written Numerals: Recognize written numerals up to at least 5.
M.48.4
Recognition of Quantity: Recognize and name, without counting, the number of
M.48.5 objects in small groups of at least 3 or 4 objects.
Comparison: Compare sets of up to 10 objects using a visual matching or
M.60.6 counting strategy and describing the comparison as more,
less than, or the same.
Number Operations: Understand that adding to (or taking away) one or more
M.48.7 objects from a group will increase or decrease the objects
in the group.
Measurement: Recognize measurable attribute of an object such as length,
M.48.8 weight, or capacity.
Data: Sort objects into two groups, count, and compare the
M.48.9 quantity of the groups formed (e.g., indicate which is
more).
Sorting and Classifying: Sort and classify objects by one attribute into two or more
M.48.10 groups (e.g., color, size, shape).
Spatial Relationships: Use positional vocabulary (e.g., up/down, in/out, on/off,
M.48.11 under) to identify and describe the location of an object.
Unified Pre-Kindergarten 45
Identification of Shapes: Identify 2-dimensional shapes (starting with familiar shapes
M.48.12 such as circle and triangle) in different orientations and
sizes.
Composition of Shapes: Combine two or more shapes to create a new shape or to
M.48.13 represent an object in the environment.
Attributes, Sorting, and Patterns: Identify similarities and differences in objects, people,
C.48.7 events, sounds based on one attribute (e.g., same or
different colors, loud or soft sound).
Attributes, Sorting, and Patterns: Recognize patterns in routines, objects, and/or sounds and
C.48.8 replicate sequence using objects or language.
Composition of Shapes Explore simple shape and jigsaw puzzles and explain
reasoning.
Assured Assessments
M.48.1 Curriculum-based assessment: Rote count to 10
M.48.2 Curriculum-based assessment: 1-to-1 counting up to five objects
M.48.3 Curriculum-based assessment: Represent quantity of five objects in a set by
counting using 1:1 correspondence
M.48.4 Curriculum-based assessment: Recognize numerals 3, 4, & 5
M.48.5 Curriculum-based assessment: Recognize and name three objects
M.48.6 Curriculum-based assessment & Individualized assessment: Compare sets of 10
objects to determine which set has “less”
M.48.7 Curriculum-based assessment: Count as one more object is added to 7
M.48.8 Observation: Recognize float/sink
M.48.9 Individualized assessment & Observation: Make accurate statements about
graphs; identify groups with “less”
M.48.10 Curriculum-based assessment: Sort non-identical objects by one attribute (e.g.,
shape)
M.48.11 Curriculum-based assessment: Receptively identify in, front, behind; Expressively
identify down, up, under
Unified Pre-Kindergarten 46
M.48.12 Curriculum-based assessment: Expressively identify triangles
M.48.13 Observation: Explore combining two or more shapes to create new shape
C.48.7 Curriculum-based assessment: Receptively identify colors: brown, black, white,
gray; Expressively identify colors: purple, pink, brown
C.48.8 Curriculum-based assessment: After teacher models AB pattern with objects three
times, student will extend by one AB pattern
Curriculum-based assessment: Complete four-piece puzzle
Resources
Math manipulatives (M.48.2, M.48.3, M.48.5, M.48.6, M.48.7, M.48.8, M.48.9, M.48.10,
M.48.12, M.48.13, C.48.7, C.48.8)
Numerals paired with objects (M.48.4)
Seven-day calendar (M.48.7)
Number line (M.48.7)
Positional and vocabulary-related objects (M.48.11)
Inset, slide, and interlocking puzzles
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 47
3-YEAR-OLDS, DOMAIN 4: SCIENCE
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Science.
Strand A: Early learning experiences will support children to apply scientific practices.
Questioning and Defining Problems: Ask more detailed questions, including the
S.48.1 relationship between two things or cause-and-
effect relationships.
Investigating: Intentionally vary actions in order to observe
S.48.2 the effect of these actions on materials.
Using Evidence: Cite examples to support their ideas (e.g., “I
S.48.3 think the plant will die because when I forgot to
water my plant it died.”).
Strand B: Early learning experiences will support children to engage in the process of
engineering.
Design Cycle: Identify a problem and, with adult assistance,
S.48.4 design a solution (e.g., device or process) to
address that problem.
Strand C: Early learning experiences will support children to understand patterns,
processes, and relationships of living things.
Unity and Diversity of Life: Compare and contrast basic features of living
S.48.5 things (e.g., body parts and their uses) between
and across groups.
Unity and Diversity of Life: Recognize changes in living things over their
S.48.6 lifespan by observing similarities and
differences between babies and adults.
Living Things and Their Interactions with Explore how animals depend upon the
the Environment and Each Other: environment for food, water, and shelter.
S.48.7
Strand D: Early learning experiences will support children to understand physical sciences.
Energy, Force, and Motion: Investigate how objects’ speed and direction
S.48.8 can be varied.
Unified Pre-Kindergarten 48
Matter and Its Properties: Compare and contrast attributes of common
S.48.9 materials related to their function (e.g.,
flexibility, transparency, strength).
Strand E: Early learning experiences will support children to understand features of earth.
Earth’s Features and the Effects of Observe, record, and note patterns regarding
Weather and Water: weather and the effects on the immediate
S.48.10 environment (e.g., Rain over a period of days
causes flooding. Sunny days cause the flower
bed to dry out.).
Earth’s Features and the Effects of Investigate how water interacts with other earth
Weather and Water: materials (e.g., sand, dirt, pebbles).
S.48.11
Earth and Human Activity: Investigate how humans use design solutions
SS.48.12 to adapt natural resources to meet basic needs
(e.g., cut trees to build houses, make applesauce
out of apples).
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand A: Early learning experiences will support children to develop effective approaches
to learning.
Curiosity and Initiative: Explore and investigate a variety of experiences
C.48.1 and topics using different materials.
Strand B: Early learning experiences will support children to use logic and reasoning.
Cause and Effect: Manipulate materials and communicate about
C.48.6 the impact of own actions.
Unified Pre-Kindergarten 49
3-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Ask more detailed questions, including the
S.48.1 relationship between two things or cause-and-
effect relationships.
Investigating: Intentionally vary actions in order to observe
S.48.2 the effect of these actions on materials.
Using Evidence: Cite examples to support their ideas (e.g., “I
S.48.3 think the plant will die because when I forgot to
water my plant it died.”).
Design Cycle: Identify a problem and, with adult assistance,
S.48.4 design a solution (e.g., device or process) to
address that problem.
Unity and Diversity of Life: Compare and contrast basic features of living
S.48.5 things (e.g., body parts and their uses) between
and across groups.
Unity and Diversity of Life: Recognize changes in living things over their
S.48.6 lifespan by observing similarities and
differences between babies and adults.
Living Things and Their Interactions with Explore how animals depend upon the
the Environment and Each Other: environment for food, water, and shelter.
S.48.7
Energy, Force, and Motion: Investigate how objects’ speed and direction
S.48.8 can be varied.
Matter and Its Properties: Compare and contrast attributes of common
S.48.9 materials related to their function (e.g.,
flexibility, transparency, strength).
Earth’s Features and the Effects of Observe, record, and note patterns regarding
Weather and Water: weather and the effects on the immediate
S.48.10 environment (e.g., Rain over a period of days
causes flooding. Sunny days cause the flower
bed to dry out.).
Unified Pre-Kindergarten 50
Earth’s Features and the Effects of Investigate how water interacts with other earth
Weather and Water: materials (e.g., sand, dirt, pebbles).
S.48.11
Earth and Human Activity: Investigate how humans use design solutions
SS.48.12 to adapt natural resources to meet basic needs
(e.g., cut trees to build houses, make applesauce
out of apples).
Curiosity and Initiative: Explore and investigate a variety of experiences
C.48.1 and topics using different materials.
Cause and Effect: Manipulate materials and communicate about
C.48.6 the impact of own actions.
Assured Assessments
S.48.1 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.2 Observation: Explore differing actions and how they affect materials (e.g.,
pushing car up ramp vs. pushing car down ramp)
S.48.3 Observation: Respond correctly to “Does this roll?” during simple test
S.48.4 Individualized assessment & Observation: With adult assistance/modeling,
design a solution (e.g., find an adult, use a timer for turn-taking, etc.)
S.48.5 Individualized assessment & Observation: Explore body parts related to
senses: sight, hearing, and touch
S.48.6 Individualized assessment & Observation: Explore similarities and
differences between babies and adult through books and classroom
experiences
S.48.7 Individualized assessment & Observation: Respond correctly to “Does the
boy eat?” or “Does the ball eat?”
S.48.8 Individualized assessment & Observation: Respond correctly to “Does this
roll?” during simple test
S.48.9 Observation: During exploration of building materials, use words (e.g.,
light/heavy, soft/hard, smooth/bumpy) to appropriately describe them
S.48.10 Individualized assessment & Observation: Use senses to explore weather
conditions
Unified Pre-Kindergarten 51
S.48.11 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.12 Observation: Make a choice of materials with which to build a structure
C.48.1 Observation: Explore simple relationships between classroom materials
C.48.6 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
Resources
Common objects & classroom materials (S.48.1, S.48.2, S.48.3, S.48.4, S.48.5, S.48.6,
S.48.7, S.48.8, S.48.11, S.48.12, C.48.1, C.48.6)
Adults (S.48.4)
Picture cards (S.48.5, S.48.7)
Books (S.48.6)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.48.9)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 52
3-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Ask more detailed questions, including the
S.48.1 relationship between two things or cause-and-
effect relationships.
Investigating: Intentionally vary actions in order to observe
S.48.2 the effect of these actions on materials.
Using Evidence: Cite examples to support their ideas (e.g., “I
S.48.3 think the plant will die because when I forgot to
water my plant it died.”).
Design Cycle: Identify a problem and, with adult assistance,
S.48.4 design a solution (e.g., device or process) to
address that problem.
Unity and Diversity of Life: Compare and contrast basic features of living
S.48.5 things (e.g., body parts and their uses) between
and across groups.
Unity and Diversity of Life: Recognize changes in living things over their
S.48.6 lifespan by observing similarities and
differences between babies and adults.
Living Things and Their Interactions with Explore how animals depend upon the
the Environment and Each Other: environment for food, water, and shelter.
S.48.7
Energy, Force, and Motion: Investigate how objects’ speed and direction
S.48.8 can be varied.
Matter and Its Properties: Compare and contrast attributes of common
S.48.9 materials related to their function (e.g.,
flexibility, transparency, strength).
Earth’s Features and the Effects of Observe, record, and note patterns regarding
Weather and Water: weather and the effects on the immediate
S.48.10 environment (e.g., Rain over a period of days
causes flooding. Sunny days cause the flower
bed to dry out.).
Unified Pre-Kindergarten 53
Earth’s Features and the Effects of Investigate how water interacts with other earth
Weather and Water: materials (e.g., sand, dirt, pebbles).
S.48.11
Earth and Human Activity: Investigate how humans use design solutions
SS.48.12 to adapt natural resources to meet basic needs
(e.g., cut trees to build houses, make applesauce
out of apples).
Curiosity and Initiative: Explore and investigate a variety of experiences
C.48.1 and topics using different materials.
Cause and Effect: Manipulate materials and communicate about
C.48.6 the impact of own actions.
Assured Assessments
S.48.1 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.2 Observation: Explore differing actions and how they affect materials (e.g.,
pushing car up ramp vs. pushing car down ramp)
S.48.3 Individualized assessment & Observation: When presented with a group
of objects before a simple test is conducted, correctly select which object
will roll
S.48.4 Individualized assessment & Observation: Respond to an adult to design a
solution (e.g., find an adult, use a timer for turn-taking, etc.)
S.48.5 Individualized assessment & Observation: Receptively identify body parts
related to senses: sight, hearing, and touch
S.48.6 Individualized assessment & Observation: Explore similarities and
differences between babies and adult through books and classroom
experiences
S.48.7 Individualized assessment & Observation: When presented with a group
of objects or pictures, correctly select an object that eats or does not eat
S.48.8 Individualized assessment & Observation: When presented with a group
of objects before a simple test is conducted, correctly select which object
will roll
S.48.9 Observation: During exploration of building materials, use words (e.g.,
light/heavy, soft/hard, smooth/bumpy) to appropriately describe them
Unified Pre-Kindergarten 54
S.48.10 Individualized assessment & Observation: Use senses to match current
weather conditions to picture cards
S.48.11 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.12 Observation: Make a choice of materials with which to build a structure
C.48.1 Observation: Explore simple relationships between classroom materials
C.48.6 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
Resources
Common objects & classroom materials (S.48.1, S.48.2, S.48.3, S.48.4, S.48.5, S.48.6,
S.48.7, S.48.8, S.48.11, S.48.12, C.48.1, C.48.6)
Adults (S.48.4)
Picture cards (S.48.5, S.48.7)
Books (S.48.6)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.48.9)
Weather cards (S.48.10)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 55
3-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Ask more detailed questions, including the
S.48.1 relationship between two things or cause-and-
effect relationships.
Investigating: Intentionally vary actions in order to observe
S.48.2 the effect of these actions on materials.
Using Evidence: Cite examples to support their ideas (e.g., “I
S.48.3 think the plant will die because when I forgot to
water my plant it died.”).
Design Cycle: Identify a problem and, with adult assistance,
S.48.4 design a solution (e.g., device or process) to
address that problem.
Unity and Diversity of Life: Compare and contrast basic features of living
S.48.5 things (e.g., body parts and their uses) between
and across groups.
Unity and Diversity of Life: Recognize changes in living things over their
S.48.6 lifespan by observing similarities and
differences between babies and adults.
Living Things and Their Interactions with Explore how animals depend upon the
the Environment and Each Other: environment for food, water, and shelter.
S.48.7
Energy, Force, and Motion: Investigate how objects’ speed and direction
S.48.8 can be varied.
Matter and Its Properties: Compare and contrast attributes of common
S.48.9 materials related to their function (e.g.,
flexibility, transparency, strength).
Earth’s Features and the Effects of Observe, record, and note patterns regarding
Weather and Water: weather and the effects on the immediate
S.48.10 environment (e.g., Rain over a period of days
causes flooding. Sunny days cause the flower
bed to dry out.).
Unified Pre-Kindergarten 56
Earth’s Features and the Effects of Investigate how water interacts with other earth
Weather and Water: materials (e.g., sand, dirt, pebbles).
S.48.11
Earth and Human Activity: Investigate how humans use design solutions
SS.48.12 to adapt natural resources to meet basic needs
(e.g., cut trees to build houses, make applesauce
out of apples).
Curiosity and Initiative: Explore and investigate a variety of experiences
C.48.1 and topics using different materials.
Cause and Effect: Manipulate materials and communicate about
C.48.6 the impact of own actions.
Assured Assessments
S.48.1 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.2 Observation: Explore differing actions and how they affect materials (e.g.,
pushing car up ramp vs. pushing car down ramp)
S.48.3 Individualized assessment & Observation: To use in a simple test, find an
object in the school environment that rolls
S.48.4 Individualized assessment & Observation: Make a choice to design a
solution (e.g., find an adult, use a timer for turn-taking, etc.)
S.48.5 Individualized assessment & Observation: Receptively identify body parts
related to senses: taste and smell
S.48.6 Individualized assessment & Observation: Respond to literal questions
about similarities and differences between babies and adult through books
and classroom experiences
S.48.7 Individualized assessment & Observation: Correctly find an object or
picture that eats or does not eat
S.48.8 Individualized assessment & Observation: To use in a simple test, find an
object in the school environment that rolls
S.48.9 Observation: During exploration of building materials, use words (e.g.,
light/heavy, soft/hard, smooth/bumpy) to appropriately describe them
Unified Pre-Kindergarten 57
S.48.10 Individualized assessment & Observation: Use senses to indicate current
weather conditions
S.48.11 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
S.48.12 Observation: Make a choice of materials with which to build a structure
C.48.1 Observation: Explore simple relationships between classroom materials
C.48.6 Observation: Explore simple relationships (e.g., apples to apple press,
food coloring to water)
Resources
Common objects & classroom materials (S.48.1, S.48.2, S.48.3, S.48.4, S.48.5, S.48.6,
S.48.7, S.48.8, S.48.11, S.48.12, C.48.1, C.48.6)
Adults (S.48.4)
Picture cards (S.48.5, S.48.7)
Books (S.48.6)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.48.9)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 58
3-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Social Studies.
Strand A: Early learning experiences will support children to understand self, family, and
a diverse community.
Individual Development and Identity: Identify physical characteristics of self (e.g.,
SS.48.1 eyes, hair, skin, etc.).
Individual Development and Identity: Demonstrate an understanding of self as part of
SS.48.2 a family (e.g., parents, grandparents, siblings,
caregivers).
Culture: Identify cultural characteristics of self, family,
SS.48.3 and community (e.g., home language, foods,
modes of transportation, shelter, etc.).
Strand B: Early learning experiences will support children to learn about people and the
environment.
Power, Authority, and Governance: Demonstrate an understanding of some reasons
SS.48.4 for basic rules in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people share the
SS.48.5 environment with other people, animals, and
plants and have the responsibility to care for
them.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.48.6 geography of the classroom and/or home.
Civic Ideals and Practices: Participate in jobs and responsibilities at home,
SS.48.7 classroom, or community.
Strand C: Early learning experiences will support children to develop an understanding of
economic systems and resources.
Individuals, Groups, and Institutions: Demonstrate awareness of a variety of jobs in
SS.48.8 the community and the work associated with
them through conversation and/or play.
Unified Pre-Kindergarten 59
Production, Distribution, and Consumption: Demonstrate beginning understanding of
SS.48.9 commerce through exploring the roles of buying
and selling in play.
Science, Technology, and Society: Understand the use of tools, including
SS.48.10 technology, for a variety of purposes.
Strand D: Early learning experiences will support children to understand change over
time.
Time, Continuity, and Change: Demonstrate a basic understanding of sequence
SS.48.11 of events and time periods (e.g., using terms
such as time of day, yesterday, today, and
tomorrow).
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.48.12 change over time through discussing topics such
as their own growth and how they have
changed.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand B: Early learning experiences will support children to use logic and reasoning.
Symbolic Representation: Use or make a prop to represent an object (e.g.,
C.48.10 build a telephone).
Symbolic Representation: Act out actions or scenarios involving familiar
C.48.11 roles (e.g., teacher, doctor, firefighter).
Symbolic Representation: Represent people, places, or things through
C.48.12 simple drawings, movements, and three-
dimensional construction.
Unified Pre-Kindergarten 60
3-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Identify physical characteristics of self (e.g.,
SS.48.1 eyes, hair, skin, etc.).
Individual Development and Identity: Demonstrate an understanding of self as part of
SS.48.2 a family (e.g., parents, grandparents, siblings,
caregivers).
Culture: Identify cultural characteristics of self, family,
SS.48.3 and community (e.g., home language, foods,
modes of transportation, shelter, etc.).
Power, Authority, and Governance: Demonstrate an understanding of some reasons
SS.48.4 for basic rules in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people share the
SS.48.5 environment with other people, animals, and
plants and have the responsibility to care for
them.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.48.6 geography of the classroom and/or home.
Civic Ideals and Practices: Participate in jobs and responsibilities at home,
SS.48.7 classroom, or community.
Individuals, Groups, and Institutions: Demonstrate awareness of a variety of jobs in
SS.48.8 the community and the work associated with
them through conversation and/or play.
Production, Distribution, and Consumption: Demonstrate beginning understanding of
SS.48.9 commerce through exploring the roles of buying
and selling in play.
Time, Continuity, and Change: Demonstrate a basic understanding of sequence
SS.48.11 of events and time periods (e.g., using terms
such as time of day, yesterday, today, and
tomorrow).
Unified Pre-Kindergarten 61
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.48.12 change over time through discussing topics such
as their own growth and how they have
changed.
Symbolic Representation: Use or make a prop to represent an object (e.g.,
C.48.10 build a telephone).
Symbolic Representation: Act out actions or scenarios involving familiar
C.48.11 roles (e.g., teacher, doctor, firefighter).
Symbolic Representation: Represent people, places, or things through
C.48.12 simple drawings, movements, and three-
dimensional construction.
Assured Assessments
SS.48.1 Observation: Explore physical attributes of self and others
SS.48.2 Observation: Explore family members
SS.48.3 Observation: Explore other cultures through music, books, and play
SS.48.4 Observation: Follow classroom rules with verbal and visual reminders
SS.48.5 Observation: Follow classroom rules with verbal and visual reminders
SS.48.6 Individualized assessment & Observation: Explore associations with
objects and geographical location by adult modeling
SS.48.7 Observation: Explore classroom jobs
SS.48.8 Observation: Explore toys and materials used by community workers (e.g.,
doctor, dentist, librarian, mail carrier, cashier)
SS.48.9 Observation: Participate in learning activities where money is exchanged
for common goods related to self and family
SS.48.11 Individualized assessment & Observation: Identify morning and night by
describing routine activities and sun position related to times of day
SS.48.12 Observation: Explore dramatic play and role play through doll house
C.48.10 Individualized assessment & Observation: Explore building structures
using classroom materials
Unified Pre-Kindergarten 62
C.48.11 Observation: Explore toys and materials used by authority figures (e.g.,
fire truck, police car)
C.48.12 Individualized assessment & Observation: Explore building structures
using classroom materials
Resources
Adults/peers (SS.48.1)
Mirror (SS.48.1)
Multicultural books (SS.48.3)
Music/instruments (SS.48.3)
Posters (SS.48.3)
Dolls (SS.48.3) and doll house (SS.48.12)
Play foods (SS.48.3)
Pictures of various dwellings (SS.48.3)
Visuals of classroom rules (SS.48.4, SS.48.5)
Toy furniture (SS.48.6, SS.48.12)
Visuals of classroom jobs (SS.48.7)
Community worker props and costumes (SS.48.8, C.48.11)
Pretend cash registers, money, and wallets (SS.48.9)
Calendar (SS.48.11)
Pictures of routines (meals, bathing, dressing, sun going up and down) in books
(SS.48.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.48.12)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 63
3-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Identify physical characteristics of self (e.g.,
SS.48.1 eyes, hair, skin, etc.).
Individual Development and Identity: Demonstrate an understanding of self as part of
SS.48.2 a family (e.g., parents, grandparents, siblings,
caregivers).
Culture: Identify cultural characteristics of self, family,
SS.48.3 and community (e.g., home language, foods,
modes of transportation, shelter, etc.).
Power, Authority, and Governance: Demonstrate an understanding of some reasons
SS.48.4 for basic rules in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people share the
SS.48.5 environment with other people, animals, and
plants and have the responsibility to care for
them.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.48.6 geography of the classroom and/or home.
Civic Ideals and Practices: Participate in jobs and responsibilities at home,
SS.48.7 classroom, or community.
Individuals, Groups, and Institutions: Demonstrate awareness of a variety of jobs in
SS.48.8 the community and the work associated with
them through conversation and/or play.
Production, Distribution, and Consumption: Demonstrate beginning understanding of
SS.48.9 commerce through exploring the roles of buying
and selling in play.
Science, Technology, and Society: Understand the use of tools, including
SS.48.10 technology, for a variety of purposes.
Unified Pre-Kindergarten 64
Time, Continuity, and Change: Demonstrate a basic understanding of sequence
SS.48.11 of events and time periods (e.g., using terms
such as time of day, yesterday, today, and
tomorrow).
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.48.12 change over time through discussing topics such
as their own growth and how they have
changed.
Symbolic Representation: Use or make a prop to represent an object (e.g.,
C.48.10 build a telephone).
Symbolic Representation: Act out actions or scenarios involving familiar
C.48.11 roles (e.g., teacher, doctor, firefighter).
Symbolic Representation: Represent people, places, or things through
C.48.12 simple drawings, movements, and three-
dimensional construction.
Assured Assessments
SS.48.1 Observation: Explore eye color of self and others
SS.48.2 Individualized assessment & Observation: Identify parents/caregivers
SS.48.3 Individualized assessment & Observation: Respond to questions related to
student’s family customs, routines, and forms of shelter
SS.48.4 Observation: Follow classroom rules with verbal and visual reminders
SS.48.5 Observation: Follow classroom rules with verbal and visual reminders
SS.48.6 Individualized assessment & Observation: Place simple play objects in
appropriate geographical locations related to personal experiences (e.g.,
toilet in bathroom, stove in kitchen, bed in bedroom)
SS.48.7 Observation: Participate in classroom jobs by completing responsibilities
with reminders
SS.48.8 Observation: Take on roles of community workers (e.g., doctor, dentist,
librarian, mail carrier, cashier) during pretend play using propos
SS.48.9 Observation: Participate in learning activities where money is exchanged
for common goods related to self and family
Unified Pre-Kindergarten 65
SS.48.10 Individualized assessment & Observation: Use adult/peer as source of
information by asking a question
SS.48.11 Individualized assessment & Observation: Identify morning and night by
describing routine activities and sun position related to times of day
SS.48.12 Observation: Explore dramatic play and role play through doll house
C.48.10 Individualized assessment & Observation: Explore building structures
using classroom materials
C.48.11 Observation: Take on roles of authority figures (e.g., fire truck, police car)
during pretend play using propos
C.48.12 Individualized assessment & Observation: Explore building structures
using classroom materials
Resources
Adults/peers (SS.48.1)
Mirror (SS.48.1)
Multicultural books (SS.48.3)
Music/instruments (SS.48.3)
Posters (SS.48.3)
Dolls (SS.48.3) and doll house (SS.48.12)
Play foods (SS.48.3)
Pictures of various dwellings (SS.48.3)
Visuals of classroom rules (SS.48.4, SS.48.5)
Toy furniture (SS.48.6, SS.48.12)
Visuals of classroom jobs (SS.48.7)
Community worker props and costumes (SS.48.8, C.48.11)
Pretend cash registers, money, and wallets (SS.48.9)
Calendar (SS.48.11)
Pictures of routines (meals, bathing, dressing, sun going up and down) in books
(SS.48.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.48.12)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 66
3-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Identify physical characteristics of self (e.g.,
SS.48.1 eyes, hair, skin, etc.).
Individual Development and Identity: Demonstrate an understanding of self as part of
SS.48.2 a family (e.g., parents, grandparents, siblings,
caregivers).
Culture: Identify cultural characteristics of self, family,
SS.48.3 and community (e.g., home language, foods,
modes of transportation, shelter, etc.).
Power, Authority, and Governance: Demonstrate an understanding of some reasons
SS.48.4 for basic rules in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people share the
SS.48.5 environment with other people, animals, and
plants and have the responsibility to care for
them.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.48.6 geography of the classroom and/or home.
Civic Ideals and Practices: Participate in jobs and responsibilities at home,
SS.48.7 classroom, or community.
Individuals, Groups, and Institutions: Demonstrate awareness of a variety of jobs in
SS.48.8 the community and the work associated with
them through conversation and/or play.
Production, Distribution, and Consumption: Demonstrate beginning understanding of
SS.48.9 commerce through exploring the roles of buying
and selling in play.
Science, Technology, and Society: Understand the use of tools, including
SS.48.10 technology, for a variety of purposes.
Unified Pre-Kindergarten 67
Time, Continuity, and Change: Demonstrate a basic understanding of sequence
SS.48.11 of events and time periods (e.g., using terms
such as time of day, yesterday, today, and
tomorrow).
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.48.12 change over time through discussing topics such
as their own growth and how they have
changed.
Symbolic Representation: Use or make a prop to represent an object (e.g.,
C.48.10 build a telephone).
Symbolic Representation: Act out actions or scenarios involving familiar
C.48.11 roles (e.g., teacher, doctor, firefighter).
Symbolic Representation: Represent people, places, or things through
C.48.12 simple drawings, movements, and three-
dimensional construction.
Assured Assessments
SS.48.1 Individualized assessment & Observation: Identify eye color of self and
others
SS.48.2 Individualized assessment & Observation: Identify siblings
SS.48.3 Individualized assessment & Observation: Respond to questions related to
student’s family customs, routines, and forms of shelter
SS.48.4 Observation: Follow classroom rules with verbal and visual reminders
SS.48.5 Observation: Follow classroom rules with verbal and visual reminders
SS.48.6 Individualized assessment & Observation: Place simple play objects in
appropriate geographical locations related to personal experiences (e.g.,
toilet in bathroom, stove in kitchen, bed in bedroom)
SS.48.7 Observation: Participate in classroom jobs by completing responsibilities
with reminders
SS.48.8 Observation: Take on roles of community workers (e.g., doctor, dentist,
librarian, mail carrier, cashier) during pretend play using props
SS.48.9 Observation: Participate in learning activities where money is exchanged
for common goods related to self and family
Unified Pre-Kindergarten 68
SS.48.10 Individualized assessment & Observation: Use adult/peer as source of
information by asking a question
SS.48.11 Individualized assessment & Observation: Identify morning and night by
describing routine activities and sun position related to times of day
SS.48.12 Observation: Explore dramatic play and role play through doll house
C.48.10 Individualized assessment & Observation: Build and name a structure
using classroom materials
C.48.11 Observation: Take on roles of authority figures (e.g., fire truck, police car)
during pretend play using props
C.48.12 Individualized assessment & Observation: Build and name a structure
using classroom materials
Resources
Adults/peers (SS.48.1)
Mirror (SS.48.1)
Multicultural books (SS.48.3)
Music/instruments (SS.48.3)
Posters (SS.48.3)
Dolls (SS.48.3) and doll house (SS.48.12)
Play foods (SS.48.3)
Pictures of various dwellings (SS.48.3)
Visuals of classroom rules (SS.48.4, SS.48.5)
Toy furniture (SS.48.6, SS.48.12)
Visuals of classroom jobs (SS.48.7)
Community worker props and costumes (SS.48.8, C.48.11)
Pretend cash registers, money, and wallets (SS.48.9)
Calendar (SS.48.11)
Pictures of routines (meals, bathing, dressing, sun going up and down) in books
(SS.48.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.48.12)
Time Allotment
Third trimester (mid-March – June )
Unified Pre-Kindergarten 69
4-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Social and Emotional Development.
Strand A: Early learning experiences will support children to develop trusting healthy
attachments and relationships with primary caregivers.
Trusting Relationships: Seek help and approval from a wider array of
SE.60.1 adults in trusted roles.
Managing Separation: Through expanding relationships with adults
SE.60.2 (e.g., teacher, play group leader, friends’
caregivers), exhibit comfort in exploring new
settings, although they may need to periodically
check-in with a familiar adult.
Strand B: Early learning experiences will support children to develop self-regulation.
Regulation of Emotions and Behavior: Use strategies to self-soothe across situations
SE.60.3 with minimal prompting and share strategies
with peers or family.
Regulation of Impulses and Behavior: Demonstrate increased ability to consider the
SE.60.4 social standards of the environment when
responding to their emotional state.
Regulation of Impulses and Behavior: Tolerate small levels of frustration and
SE.60.5 disappointment, displaying appropriate behavior
with adult prompting and support.
Regulation of Impulses and Behavior: Initiate previously taught strategies to help delay
SE.60.6 gratification (e.g., sets up turn-taking with a
peer, finds a book to read while waiting for a
special activity).
Regulation of Impulses and Behavior: Recall and follow daily routines with little
SE.60.7 support, including adapting to changes in rules
and routines.
Strand C: Early learning experiences will support children to develop, express, recognize,
and respond to emotions.
Unified Pre-Kindergarten 70
Emotional Expression: Describe emotions and feelings to trusted adults
SE.60.8 and peers.
Recognition and Response to Emotions Recognize and show acknowledgement of the
in Others: feelings, needs, and rights of others through
SE.60.9 behavior (e.g., say “thank you,” share with
others, notice issues of fairness).
Recognition and Response to Emotions Begin to understand that different people may
in Others: have different emotional reactions.
SE.60.10
Strand D: Early learning experiences will support children to develop self-awareness, self-
concept, and competence.
Sense of Self: Identify themselves as an individual and a part
SE.60.11 of a group by sharing individual characteristics
and roles within the group (e.g., name family
members and roles, name team members or
classmates).
Personal Preferences: Describe self by referring to preferences,
SE.60.12 thoughts, and feelings.
Self-Concept and Competency: Demonstrate increased confidence and a
SE.60.13 willingness to take risks when attempting new
tasks and making decisions regarding activities
and materials.
Self-Concept and Competency: Show pride in accomplishments and abilities.
SE.60.14
Strand E: Early learning experiences will support children to develop social relationships.
Adult Relationships: Typically use socially appropriate behavior with
SE.60.15 adults, such as helping, responding to limits, etc.
Play/Friendship: Cooperate with peers through sharing and taking
SE.60.16 turns.
Play/Friendship: Show increasing investment in the responses
SE.60.17 and friendship of peers and modify behavior to
enhance peer relationships.
Play/Friendship: Seek help from peers and offer assistance when
SE.60.18 it is appropriate.
Unified Pre-Kindergarten 71
Conflict Resolution: Engage in developing solutions and work to
SE.60.19 resolve conflict with peers.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand A: Early learning experiences will support children to develop effective approaches
to learning.
Engagement with Environment, People, Express interest in learning about a specific
and Objects: topic over time.
C.60.2
Engagement with Environment, People, Engage in preferred and some non-preferred
and Objects: activities for longer periods of time. Remain
C.60.3 with some high-interest activities 15 minutes or
longer.
Eagerness to Learn: Show pride in accomplishment when reaching
C.60.4 mastery of a skill and share experiences with
others.
Cooperation with Peers in Plan and complete learning activity with a peer.
Learning Experiences:
C.60.5
Cooperation with Peers in Model or teach peers how to use materials or
Learning Experiences: complete a task.
C.60.6
Problem Solving: Try multiple strategies to solve a problem and
C.60.11 and draw on multiple resources (e.g., look at
what a peer is doing for ideas).
Symbolic Representation: Use dissimilar objects to represent other objects
C.60.12 in play or perform an action with an imaginary
object (e.g., use stirring action without anything
in hand).
Strand C: Early learning experiences will support children to strengthen executive
function.
Choosing and Planning: Make a plan, follow through, and review plan
C.60.15 based on what they actually did. Indicate
reasons for choice, set goals, and follow plan.
Unified Pre-Kindergarten 72
Task Persistence: Complete longer term and more complex tasks
C.60.16 with a focus on the goal, despite frustration.
Cognitive Flexibility: Generate or seek out multiple solutions to a
C.60.17 problem.
Working Memory: Hold in mind the topic of group discussion and
C.60.18 contribute personal experience (e.g., when
talking about something that is broken says,
“My mom used a screwdriver to fix our shelf.”).
Regulation of Attention and Impulses: Engage in preferred and some non-preferred
C.60.19 activities for longer periods of time. Remain
with some high-interest activities 15 minutes or
longer.
Regulation of Attention and Impulses: Typically resists impulses and can wait longer
C.60.20 to respond in more structured settings (e.g., at a
restaurant, in circle time at preschool).
Unified Pre-Kindergarten 73
4-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Seek help and approval from a wider array of
SE.60.1 adults in trusted roles.
Managing Separation: Through expanding relationships with adults
SE.60.2 (e.g., teacher, play group leader, friends’
caregivers), exhibit comfort in exploring new
settings, although they may need to periodically
check-in with a familiar adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe across situations
SE.60.3 with minimal prompting and share strategies
with peers or family.
Regulation of Impulses and Behavior: Demonstrate increased ability to consider the
SE.60.4 social standards of the environment when
responding to their emotional state.
Regulation of Impulses and Behavior: Tolerate small levels of frustration and
SE.60.5 disappointment, displaying appropriate behavior
with adult prompting and support.
Regulation of Impulses and Behavior: Initiate previously taught strategies to help delay
SE.60.6 gratification (e.g., sets up turn-taking with a
peer, finds a book to read while waiting for a
special activity).
Regulation of Impulses and Behavior: Recall and follow daily routines with little
SE.60.7 support, including adapting to changes in rules
and routines.
Emotional Expression: Describe emotions and feelings to trusted adults
SE.60.8 and peers.
Recognition and Response to Emotions Recognize and show acknowledgement of the
in Others: feelings, needs, and rights of others through
SE.60.9 behavior (e.g., say “thank you,” share with
others, notice issues of fairness).
Unified Pre-Kindergarten 74
Recognition and Response to Emotions Begin to understand that different people may
in Others: have different emotional reactions.
SE.60.10
Sense of Self: Identify themselves as an individual and a part
SE.60.11 of a group by sharing individual characteristics
and roles within the group (e.g., name family
members and roles, name team members or
classmates).
Personal Preferences: Describe self by referring to preferences,
SE.60.12 thoughts, and feelings.
Self-Concept and Competency: Demonstrate increased confidence and a
SE.60.13 willingness to take risks when attempting new
tasks and making decisions regarding activities
and materials.
Self-Concept and Competency: Show pride in accomplishments and abilities.
SE.60.14
Adult Relationships: Typically use socially appropriate behavior with
SE.60.15 adults, such as helping, responding to limits, etc.
Play/Friendship: Cooperate with peers through sharing and taking
SE.60.16 turns.
Play/Friendship: Show increasing investment in the responses
SE.60.17 and friendship of peers and modify behavior to
enhance peer relationships.
Play/Friendship: Seek help from peers and offer assistance when
SE.60.18 it is appropriate.
Conflict Resolution: Engage in developing solutions and work to
SE.60.19 resolve conflict with peers.
Engagement with Environment, People, Express interest in learning about a specific
and Objects: topic over time.
C.60.2
Engagement with Environment, People, Engage in preferred and some non-preferred
and Objects: activities for longer periods of time. Remain
C.60.3 with some high-interest activities 15 minutes or
longer.
Unified Pre-Kindergarten 75
Eagerness to Learn: Show pride in accomplishment when reaching
C.60.4 mastery of a skill and share experiences with
others.
Cooperation with Peers in Plan and complete learning activity with a peer.
Learning Experiences:
C.60.5
Cooperation with Peers in Model or teach peers how to use materials or
Learning Experiences: complete a task.
C.60.6
Problem Solving: Try multiple strategies to solve a problem and
C.60.11 and draw on multiple resources (e.g., look at
what a peer is doing for ideas).
Symbolic Representation: Use dissimilar objects to represent other objects
C.60.12 in play or perform an action with an imaginary
object (e.g., use stirring action without anything
in hand).
Choosing and Planning: Make a plan, follow through, and review plan
C.60.15 based on what they actually did. Indicate
reasons for choice, set goals, and follow plan.
Task Persistence: Complete longer term and more complex tasks
C.60.16 with a focus on the goal, despite frustration.
Cognitive Flexibility: Generate or seek out multiple solutions to a
C.60.17 problem.
Working Memory: Hold in mind the topic of group discussion and
C.60.18 contribute personal experience (e.g., when
talking about something that is broken says,
“My mom used a screwdriver to fix our shelf.”).
Regulation of Attention and Impulses: Engage in preferred and some non-preferred
C.60.19 activities for longer periods of time. Remain
with some high-interest activities 15 minutes or
longer.
Regulation of Attention and Impulses: Typically resists impulses and can wait longer
C.60.20 to respond in more structured settings (e.g., at a
restaurant, in circle time at preschool).
Unified Pre-Kindergarten 76
Assured Assessments
SE.60.1 Observation: Introduce self, greet others, name the listening rules, and
attempt to raise hand
SE.60.2 Individualized assessment & Observation: Transition independently into
the classroom
SE.60.3 Individualized assessment & Observation: State a feeling/problem
SE.60.4 Individualized assessment & Observation: Identify social standards of the
environment
SE.60.5 Individualized assessment & Observation: Identify the feelings happy, sad,
and angry
SE.60.6 Individualized assessment & Observation: With visuals and teacher
prompting, choose one strategy to delay gratification
SE.60.7 Observation: Locate the daily schedule
SE.60.8 Observation: Identify current feeling when happy, sad, or angry
SE.60.9 Observation: Respond to others’ greetings
SE.60.10 Individualized assessment & Observation: Identify current feeling when
happy, sad, or angry
SE.60.11 Curriculum-based assessment & Observation: Identify common attributes
such as color of clothing, gender, favorite food, siblings
SE.60.12 Individualized assessment & Observation: Identify foods and activities
that make student happy
SE.60.13 Observation: Join a group in a shared theme or activity
SE.60.14 Observation & Portfolio: Seek out an adult to show a creation or
accomplishment
SE.60.15 Observation: Follow adult directives
SE.60.16 Observation: Work with peers and respect physical boundaries to build a
project
SE.60.17 Observation: Play with a variety of children in the class
Unified Pre-Kindergarten 77
SE.60.18 Observation: Request an object from a peer
SE.60.19 Observation: Request an object from a peer
C.60.2 Observation: When given a choice of three, choose one activity
C.60.3 Observation: Stay engaged in a preferred activity for up to 10 minutes
C.60.4 Observation: Seek out an adult to show a creation or accomplishment
C.60.5 Observation: Work with peers and respect physical boundaries to build a
project
C.60.6 Observation: Show peers a creation
C.60.11 Observation: When given a choice of two, choose one solution
C.60.12 Observation: Engage in pretend play using object functionality (e.g., using
a play telephone to make a call)
C.60.15 Observation: Work with peers and respect physical boundaries to build a
project
C.60.16 Observation: Stay engaged in a preferred activity for up to 10 minutes
C.60.17 Observation: When given a choice of two, choose one solution
C.60.18 Observation: Contribute one idea about a group topic
C.60.19 Observation: Stay engaged in a preferred activity for up to 10 minutes
C.60.20 Observation: Contribute one idea about a group topic
Resources
Second Step lesson cards
o Lesson 1: Welcoming (SE.60.1, SE.60.9)
o Lesson 15: Naming Feelings (SE.60.2, SE.60.8)
o Lesson 16: Managing Disappointment (SE.60.2)
o Lesson 4: Self-Talk (SE.60.3, C.60.15)
o Lesson 10: Same or Different Feelings (SE.60.4, SE.60.8, SE.60.9, SE.60.10)
o Lesson 8: More Feelings (SE.60.5)
o Lesson 14: Strong Feelings (SE.60.5)
o Lesson 18: Managing Waiting (SE.60.6)
o Lesson 19: Fair Ways to Play (SE.60.9)
o Lesson 21: Inviting to Play (SE.60.9)
o Lesson 6: Asking for What You Need or Want (SE.60.13)
Unified Pre-Kindergarten 78
o Lesson 5: Following Directions (SE.60.15, SE.60.16, C.60.5)
o Lesson 2: Listening (C.60.15)
o Lesson 3: Focusing Attention (C.60.15)
Curriculum-based & classroom materials (SE.60.1, SE.60.3, SE.60.4, SE.60.9, SE.60.11,
SE.60.12, C.60.2, C.60.3)
Books (SE.60.1, SE.60.2, SE.60.3, SE.60.4, SE.60.8, SE.60.11)
Songs (SE.60.2, SE.60.8)
Tucker the Turtle visuals (SE.60.6, SE.60.13, C.60.11, C.60.17)
Classroom schedule picture (SE.60.7)
Books brought from home (SE.60.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (SE.60.14, C.60.4)
iPad photographs (SE.60.14, C.60.4)
Coloring sheets (SE.60.14, C.60.4)
Digital timer (C.60.3, C.60.16, C.60.19, C.60.20)
Pictures of buildings (C.60.5, C.60.15)
Play foods (C.60.12)
Dress-up materials (C.60.12)
Digital timer (C.60.19, C.60.20)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 79
4-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Seek help and approval from a wider array of
SE.60.1 adults in trusted roles.
Managing Separation: Through expanding relationships with adults
SE.60.2 (e.g., teacher, play group leader, friends’
caregivers), exhibit comfort in exploring new
settings, although they may need to periodically
check-in with a familiar adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe across situations
SE.60.3 with minimal prompting and share strategies
with peers or family.
Regulation of Impulses and Behavior: Demonstrate increased ability to consider the
SE.60.4 social standards of the environment when
responding to their emotional state.
Regulation of Impulses and Behavior: Tolerate small levels of frustration and
SE.60.5 disappointment, displaying appropriate behavior
with adult prompting and support.
Regulation of Impulses and Behavior: Initiate previously taught strategies to help delay
SE.60.6 gratification (e.g., sets up turn-taking with a
peer, finds a book to read while waiting for a
special activity).
Regulation of Impulses and Behavior: Recall and follow daily routines with little
SE.60.7 support, including adapting to changes in rules
and routines.
Emotional Expression: Describe emotions and feelings to trusted adults
SE.60.8 and peers.
Recognition and Response to Emotions Recognize and show acknowledgement of the
in Others: feelings, needs, and rights of others through
SE.60.9 behavior (e.g., say “thank you,” share with
others, notice issues of fairness).
Unified Pre-Kindergarten 80
Recognition and Response to Emotions Begin to understand that different people may
in Others: have different emotional reactions.
SE.60.10
Sense of Self: Identify themselves as an individual and a part
SE.60.11 of a group by sharing individual characteristics
and roles within the group (e.g., name family
members and roles, name team members or
classmates).
Personal Preferences: Describe self by referring to preferences,
SE.60.12 thoughts, and feelings.
Self-Concept and Competency: Demonstrate increased confidence and a
SE.60.13 willingness to take risks when attempting new
tasks and making decisions regarding activities
and materials.
Self-Concept and Competency: Show pride in accomplishments and abilities.
SE.60.14
Adult Relationships: Typically use socially appropriate behavior with
SE.60.15 adults, such as helping, responding to limits, etc.
Play/Friendship: Cooperate with peers through sharing and taking
SE.60.16 turns.
Play/Friendship: Show increasing investment in the responses
SE.60.17 and friendship of peers and modify behavior to
enhance peer relationships.
Play/Friendship: Seek help from peers and offer assistance when
SE.60.18 it is appropriate.
Conflict Resolution: Engage in developing solutions and work to
SE.60.19 resolve conflict with peers.
Engagement with Environment, People, Express interest in learning about a specific
and Objects: topic over time.
C.60.2
Engagement with Environment, People, Engage in preferred and some non-preferred
and Objects: activities for longer periods of time. Remain
C.60.3 with some high-interest activities 15 minutes or
longer.
Unified Pre-Kindergarten 81
Eagerness to Learn: Show pride in accomplishment when reaching
C.60.4 mastery of a skill and share experiences with
others.
Cooperation with Peers in Plan and complete learning activity with a peer.
Learning Experiences:
C.60.5
Cooperation with Peers in Model or teach peers how to use materials or
Learning Experiences: complete a task.
C.60.6
Problem Solving: Try multiple strategies to solve a problem and
C.60.11 and draw on multiple resources (e.g., look at
what a peer is doing for ideas).
Symbolic Representation: Use dissimilar objects to represent other objects
C.60.12 in play or perform an action with an imaginary
object (e.g., use stirring action without anything
in hand).
Choosing and Planning: Make a plan, follow through, and review plan
C.60.15 based on what they actually did. Indicate
reasons for choice, set goals, and follow plan.
Task Persistence: Complete longer term and more complex tasks
C.60.16 with a focus on the goal, despite frustration.
Cognitive Flexibility: Generate or seek out multiple solutions to a
C.60.17 problem.
Working Memory: Hold in mind the topic of group discussion and
C.60.18 contribute personal experience (e.g., when
talking about something that is broken says,
“My mom used a screwdriver to fix our shelf.”).
Regulation of Attention and Impulses: Engage in preferred and some non-preferred
C.60.19 activities for longer periods of time. Remain
with some high-interest activities 15 minutes or
longer.
Regulation of Attention and Impulses: Typically resists impulses and can wait longer
C.60.20 to respond in more structured settings (e.g., at a
restaurant, in circle time at preschool).
Unified Pre-Kindergarten 82
Assured Assessments
SE.60.1 Observation: Gain attention by facing an adult and asking respectfully
SE.60.2 Language sample & Observation: With minimal reminders, demonstrate
independence in following the rules during playtime and dismissal and on
the playground
SE.60.3 Individualized assessment & Observation: Name a strategy to use to
soothe self
SE.60.4 Individualized assessment & Observation: Demonstrate how to respond to
the social standards of the environment
SE.60.5 Individualized assessment & Observation: Identify the feelings frustrated,
excited, and disappointed
SE.60.6 Individualized assessment & Observation: With visuals, choose one
strategy to delay gratification
SE.60.7 Observation: Identify the next activity in the daily schedule
SE.60.8 Language sample, Individualized assessment, & Observation: Identify
current feelings of others
SE.60.9 Individualized assessment & Observation: Respond to a peer’s or adult’s
request
SE.60.10 Individualized assessment & Observation: Identify current feelings of
others
SE.60.11 Curriculum-based assessment & Observation: Identify differences among
peers in attributes such as color of clothing, gender, favorite food, siblings
SE.60.12 Individualized assessment & Observation: Choose a favorite activity to
play at
SE.60.13 Observation & Portfolio: Initiate a shared activity
SE.60.14 Observation & Portfolio: Verbally identify what student has done well
(For example, “Look at my . . .”); Smiley Face Likert scale
SE.60.15 Observation: Carry out a classroom helper job
SE.60.16 Curriculum-based assessment & Observation: Respond to a peer’s request
for an object
Unified Pre-Kindergarten 83
SE.60.17 Observation: Identify ways to have fun
SE.60.18 Observation: Offer assistance to a peer in need; Social skills checklist
SE.60.19 Observation: Offer assistance to a peer in need; Social skills checklist
C.60.2 Observation: Independently choose a familiar preferred activity
C.60.3 Observation: Stay engaged in a preferred activity for up to 15 minutes
C.60.4 Observation: Verbally identify what student has done well (For example,
“Look at my . . .”); Smiley Face Likert scale
C.60.5 Curriculum-based assessment & Observation: Respond to a peer’s request
for an object
C.60.6 Observation: Show peers how to use a toy
C.60.11 Observation: Use visual supports to select a solution to a problem; Social
skills checklist
C.60.12 Observation: Use an object to fulfill a function of a play theme (e.g., using
a banana as a phone)
C.60.15 Curriculum-based assessment & Observation: Respond to a peer’s request
for an object
C.60.16 Observation: Stay engaged in a preferred activity for up to 15 minutes
C.60.17 Observation: Use visual supports to select a solution to a problem; Social
skills checklist
C.60.18 Observation: Raise hand to share an idea related to a group topic
C.60.19 Observation: Stay engaged in a preferred activity for up to 15 minutes
C.60.20 Observation: Raise hand to share an idea related to a group topic
Resources
Second Step lesson cards
o Lesson 2: Listening (SE.60.1)
o Lesson 6: Asking for What You Need or Want (SE.60.1, SE.60.13)
o Lesson 16: Managing Disappointment (SE.60.2)
o Lesson 4: Self-Talk (SE.60.3)
o Lesson 10: Same or Different Feelings (SE.60.4, SE.60.8, SE.60.10)
o Lesson 8: More Feelings (SE.60.5)
Unified Pre-Kindergarten 84
o Lesson 14: Strong Feelings (SE.60.5)
o Lesson 18: Managing Waiting (SE.60.6)
o Lesson 21: Inviting to Play (SE.60.9, SE.60.17, SE.60.18, C.60.6)
o Lesson 22: Joining In with Play (SE.60.13, SE.60.17)
o Lesson 12: Caring and Helping (SE.60.15)
o Lesson 19: Fair Ways to Play (SE.60.16, C.60.5, C.60.15)
o Lesson 20: Having Fun with Friends (SE.60.17)
o Lesson 23: Saying the Problem (SE.60.19, C.60.11, C.60.17)
o Lesson 24: Thinking of Solutions (SE.60.19, C.60.11, C.60.17)
o Lesson 25: Speaking Assertively (SE.60.19, C.60.11, C.60.17)
Curriculum-based & classroom materials (SE.60.1, SE.60.3, SE.60.4, SE.60.9, SE.60.11,
SE.60.12, SE.60.16, C.60.2, C.60.3, C.60.5, C.60.12, C.60.15)
Books (SE.60.1, SE.60.2, SE.60.3, SE.60.4, SE.60.8, SE.60.11)
Songs (SE.60.2, SE.60.8)
Tucker the Turtle visuals (SE.60.6, SE.60.9, SE.60.13, SE.60.19, C.60.11, C.60.17)
Classroom schedule picture (SE.60.7)
Books brought from home (SE.60.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (SE.60.14, C.60.4)
iPad photographs (SE.60.14, C.60.4)
Coloring sheets (SE.60.14, C.60.4)
Digital timer (C.60.3, C.60.16, C.60.19, C.60.20)
Play foods (C.60.12)
Dress-up materials (C.60.12)
Community worker props and costumes (C.60.12)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 85
4-YEAR-OLDS, DOMAIN 1: SOCIAL AND EMOTIONAL DEVELOPMENT Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Trusting Relationships: Seek help and approval from a wider array of
SE.60.1 adults in trusted roles.
Managing Separation: Through expanding relationships with adults
SE.60.2 (e.g., teacher, play group leader, friends’
caregivers), exhibit comfort in exploring new
settings, although they may need to periodically
check-in with a familiar adult.
Regulation of Emotions and Behavior: Use strategies to self-soothe across situations
SE.60.3 with minimal prompting and share strategies
with peers or family.
Regulation of Impulses and Behavior: Demonstrate increased ability to consider the
SE.60.4 social standards of the environment when
responding to their emotional state.
Regulation of Impulses and Behavior: Tolerate small levels of frustration and
SE.60.5 disappointment, displaying appropriate behavior
with adult prompting and support.
Regulation of Impulses and Behavior: Initiate previously taught strategies to help delay
SE.60.6 gratification (e.g., sets up turn-taking with a
peer, finds a book to read while waiting for a
special activity).
Regulation of Impulses and Behavior: Recall and follow daily routines with little
SE.60.7 support, including adapting to changes in rules
and routines.
Emotional Expression: Describe emotions and feelings to trusted adults
SE.60.8 and peers.
Recognition and Response to Emotions Recognize and show acknowledgement of the
in Others: feelings, needs, and rights of others through
SE.60.9 behavior (e.g., say “thank you,” share with
others, notice issues of fairness).
Unified Pre-Kindergarten 86
Recognition and Response to Emotions Begin to understand that different people may
in Others: have different emotional reactions.
SE.60.10
Sense of Self: Identify themselves as an individual and a part
SE.60.11 of a group by sharing individual characteristics
and roles within the group (e.g., name family
members and roles, name team members or
classmates).
Personal Preferences: Describe self by referring to preferences,
SE.60.12 thoughts, and feelings.
Self-Concept and Competency: Demonstrate increased confidence and a
SE.60.13 willingness to take risks when attempting new
tasks and making decisions regarding activities
and materials.
Self-Concept and Competency: Show pride in accomplishments and abilities.
SE.60.14
Adult Relationships: Typically use socially appropriate behavior with
SE.60.15 adults, such as helping, responding to limits, etc.
Play/Friendship: Cooperate with peers through sharing and taking
SE.60.16 turns.
Play/Friendship: Show increasing investment in the responses
SE.60.17 and friendship of peers and modify behavior to
enhance peer relationships.
Play/Friendship: Seek help from peers and offer assistance when
SE.60.18 it is appropriate.
Conflict Resolution: Engage in developing solutions and work to
SE.60.19 resolve conflict with peers.
Engagement with Environment, People, Express interest in learning about a specific
and Objects: topic over time.
C.60.2
Engagement with Environment, People, Engage in preferred and some non-preferred
and Objects: activities for longer periods of time. Remain
C.60.3 with some high-interest activities 15 minutes or
longer.
Unified Pre-Kindergarten 87
Eagerness to Learn: Show pride in accomplishment when reaching
C.60.4 mastery of a skill and share experiences with
others.
Cooperation with Peers in Plan and complete learning activity with a peer.
Learning Experiences:
C.60.5
Cooperation with Peers in Model or teach peers how to use materials or
Learning Experiences: complete a task.
C.60.6
Problem Solving: Try multiple strategies to solve a problem and
C.60.11 and draw on multiple resources (e.g., look at
what a peer is doing for ideas).
Symbolic Representation: Use dissimilar objects to represent other objects
C.60.12 in play or perform an action with an imaginary
object (e.g., use stirring action without anything
in hand).
Choosing and Planning: Make a plan, follow through, and review plan
C.60.15 based on what they actually did. Indicate
reasons for choice, set goals, and follow plan.
Task Persistence: Complete longer term and more complex tasks
C.60.16 with a focus on the goal, despite frustration.
Cognitive Flexibility: Generate or seek out multiple solutions to a
C.60.17 problem.
Working Memory: Hold in mind the topic of group discussion and
C.60.18 contribute personal experience (e.g., when
talking about something that is broken says,
“My mom used a screwdriver to fix our shelf.”).
Regulation of Attention and Impulses: Engage in preferred and some non-preferred
C.60.19 activities for longer periods of time. Remain
with some high-interest activities 15 minutes or
longer.
Regulation of Attention and Impulses: Typically resists impulses and can wait longer
C.60.20 to respond in more structured settings (e.g., at a
restaurant, in circle time at preschool).
Unified Pre-Kindergarten 88
Assured Assessments
SE.60.1 Individualized assessment & Observation: Seek adult assistance to
problem-solve by raising hand and waiting to be called upon
SE.60.2 Individualized assessment & Observation: With periodic check-ins with a
familiar adult, demonstrate comfort in exploring new settings
SE.60.3 Individualized assessment & Observation: With minimal prompting, use a
strategy to self-soothe across situations, and share strategy with peers or
family
SE.60.4 Individualized assessment & Observation: Demonstrate ability to consider
the social standards of the environment when responding to emotional
state
SE.60.5 Individualized assessment & Observation: Identify steps to calm down
SE.60.6 Individualized assessment & Observation: Choose one strategy to delay
gratification
SE.60.7 Individualized assessment & Observation: Accept unscheduled changes to
the routine
SE.60.8 Individualized assessment & Observation: Describe same and different
current feelings of self and others
SE.60.9 Individualized assessment & Observation: Recognize if a peer is not
included, and invite him/her to play
SE.60.10 Individualized assessment & Observation: Describe same and different
current feelings of self and others
SE.60.11 Curriculum-based assessment & Observation: Identify preferred activities
of self and others
SE.60.12 Observation: Describe how student feels when engaging in a favorite
activity
SE.60.13 Observation: Contribute to a discussion about a shared activity (For
example, while playing superheroes on the playground, says, “I am Bat
Girl.”)
SE.60.14 Observation & Portfolio: Attempt to demonstrate activities that student
feels good about
Unified Pre-Kindergarten 89
SE.60.15 Observation: Accept without argument or complaint when an adult says
“No”
SE.60.16 Curriculum-based assessment & Observation: Wait turn for an object
SE.60.17 Curriculum-based assessment & Observation: Identify how student feels
when other children do not play fairly
SE.60.18 Observation: Ask a peer for help; Social skills checklist
SE.60.19 Observation: Ask a peer for help
C.60.2 Observation: Give a topic (e.g., dinosaurs) when asked what student
would like to learn
C.60.3 Observation: Stay engaged in an activity of adult choosing for up to 10
minutes
C.60.4 Observation & Portfolio: Attempt to demonstrate activities that student
feels good about
C.60.5 Curriculum-based assessment & Observation: Complete a shared activity
C.60.6 Observation: Explain to peers the steps to complete a project
C.60.11 Observation: Independently solve a problem
C.60.12 Observation: Pretend to use an object (e.g., using a stirring action without
anything in hand)
C.60.15 Curriculum-based assessment & Observation: Complete a shared activity
C.60.16 Observation: Stay engaged in an activity of adult choosing for up to 10
minutes
C.60.17 Observation: Independently solve a problem
C.60.18 Observation: Wait turn with hand raised and then share an idea related to a
group topic
C.60.19 Observation: Stay engaged in an activity of adult choosing for up to 10
minutes
C.60.20 Observation: Wait turn with hand raised and then share an idea related to a
group topic
Unified Pre-Kindergarten 90
Resources
Second Step lesson cards
o Lesson 23: Saying the Problem (SE.60.1, SE.60.19, C.60.11, C.60.17)
o Lesson 4: Self-Talk (SE.60.3)
o Lesson 10: Same or Different Feelings (SE.60.4, SE.60.8, SE.60.10)
o Lesson 16: Managing Disappointment (SE.60.5)
o Lesson 18: Managing Waiting (SE.60.6, C.60.16)
o Lesson 19: Fair Ways to Play (SE.60.9, SE.60.16, SE.60.17, C.60.5, C.60.6, C.60.15)
o Lesson 21: Inviting to Play (SE.60.9)
o Lesson 22: Joining In with Play (SE.60.12, SE.60.13)
o Lesson 12: Caring and Helping (SE.60.15)
o Lesson 6: Asking for What You Need or Want (SE.60.18)
o Lesson 24: Thinking of Solutions (SE.60.19, C.60.11, C.60.17)
o Lesson 25: Speaking Assertively (SE.60.19, C.60.11, C.60.17)
o Lesson 20: Having Fun with Friends (C.60.6)
o Lesson 14: Strong Feelings (C.60.16)
Curriculum-based & classroom materials (SE.60.1, SE.60.3, SE.60.4, SE.60.9, SE.60.11,
SE.60.12, SE.60.16, C.60.2, C.60.3, C.60.5, C.60.12, C.60.15)
Books (SE.60.1, SE.60.2, SE.60.3, SE.60.4, SE.60.8, SE.60.11)
Songs (SE.60.2, SE.60.8)
Tucker the Turtle visuals (SE.60.6, SE.60.9, SE.60.16, SE.60.19, C.60.11, C.60.6,
C.60.11, C.60.17)
Classroom schedule picture (SE.60.7)
School-wide drills (SE.60.7)
Books brought from home (SE.60.11)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (SE.60.14, C.60.4, C.60.15)
iPad photographs (SE.60.14, C.60.4)
Coloring sheets (SE.60.14, C.60.4)
Digital timer (C.60.3, C.60.16, C.60.19, C.60.20)
Play foods (C.60.12)
Dress-up materials (C.60.12)
Community worker props and costumes (C.60.12)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 91
4-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Language Arts.
Strand A: Early learning experiences will support children to understand language
(receptive language).
Word Comprehension: Understand an increasing variety and specificity
L.60.1 of words for objects, actions, and attributes
encountered in both real and symbolic contexts.
Word Comprehension: Determine the meanings of unknown
L.60.2 words/concepts using the context of
conversations, pictures, or concrete objects.
Language Comprehension: Understand increasingly complex sentences that
L.60.3 include 3-4 concepts (e.g., “Plants are living
things that will not survive without soil,
sunlight, and water.”).
Strand B: Early learning experiences will support children to use language (expressive
language).
Vocabulary: Use an increasing variety and specificity of
L.60.4 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Vocabulary: Use more complex words learned through books
L.60.5 and personal experiences (e.g., label favorite
shirt as chartreuse, or know that a paleontologist
studies dinosaurs).
Expression of Ideas, Feelings, and Needs: Use complex words to describe the
L.60.6 relationships between objects and ideas (e.g.,
position words such as “under” or “beside” and
comparative words such as “bigger” or
“longer”).
Language Structure: Use basic grammar rules including subject-verb
L.60.7 agreement, tenses, regular and irregular past
tense, irregular plurals.
Unified Pre-Kindergarten 92
Language Structure: Use an increasing variety and specificity of
L.60.8 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Strand C: Early learning experiences will support children to use language for social
interaction.
Conventions of Conversation: Initiate, maintain, and end conversations by
L.60.9 repeating what other person says and/or by
asking questions.
Language for Interaction: Use language to share ideas and gain
L.60.10 information.
Strand D: Early learning experiences will support children to gain book appreciation and
knowledge.
Interest and Engagement with Books: Independently choose to “read” books and select
L.60.11 a variety of texts including fiction and
nonfiction.
Understanding of Stories or Information: With prompting and support, retell familiar
L.60.12 stories, including story elements (e.g., setting,
characters, events), and/or share key details
from informational text.
Understanding of Stories or Information: Identify main components of a story or text (the
L.60.13 major plot points of a story or the main topic of
an informational text).
Understanding of Stories or Information: Use connections between self and character,
L.60.14 experience, and emotions to increase
comprehension.
Strand E: Early learning experiences will support children to gain knowledge of print and
its uses.
Book Concepts: Know how print is read (e.g., left to right, top to
L.60.15 bottom, front to back, or according to
conventions of home language).
Book Concepts: Know that books have titles, authors,
L.60.16 illustrators or photographers.
Unified Pre-Kindergarten 93
Book Concepts: Recognize words as a unit of print and that
L.60.17 letters are grouped to form words.
Print Concepts: Identify some familiar printed words out of
L.60.18 context.
Print Concepts: Begin to use awareness of letter sounds along
L.60.19 with pictures to read words in text.
Letter Recognition: Recognize and name known letters of the
L.60.20 alphabet in familiar and unfamiliar words.
Letter Recognition: Make some letter-sound connections.
L.60.21
Strand F: Early learning experiences will support children to develop phonological
awareness.
Phonological Awareness: Produce rhyming words or words that have
L.60.22 same initial sound.
Phonological Awareness: Recognize which words in a set of words begin
L.60.23 with the same sound.
Phonological Awareness: Distinguish syllables in words.
L.60.24
Strand G: Early learning experiences will support children to convey meaning through
drawing, letters, and words.
Drawing and Writing: Draw original stories with a beginning, middle,
L.60.25 and end.
Drawing and Writing: Use early developmental spelling. May use one
L.60.26 letter for the initial or final sound to represent
whole word.
Unified Pre-Kindergarten 94
4-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand an increasing variety and specificity
L.60.1 of words for objects, actions, and attributes
encountered in both real and symbolic contexts.
Word Comprehension: Determine the meanings of unknown
L.60.2 words/concepts using the context of
conversations, pictures, or concrete objects.
Language Comprehension: Understand increasingly complex sentences that
L.60.3 include 3-4 concepts (e.g., “Plants are living
things that will not survive without soil,
sunlight, and water.”).
Vocabulary: Use an increasing variety and specificity of
L.60.4 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Vocabulary: Use more complex words learned through books
L.60.5 and personal experiences (e.g., label favorite
shirt as chartreuse, or know that a paleontologist
studies dinosaurs).
Expression of Ideas, Feelings, and Needs: Use complex words to describe the
L.60.6 relationships between objects and ideas (e.g.,
position words such as “under” or “beside” and
comparative words such as “bigger” or
“longer”).
Language Structure: Use basic grammar rules including subject-verb
L.60.7 agreement, tenses, regular and irregular past
tense, irregular plurals.
Language Structure: Use an increasing variety and specificity of
L.60.8 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Unified Pre-Kindergarten 95
Conventions of Conversation: Initiate, maintain, and end conversations by
L.60.9 repeating what other person says and/or by
asking questions.
Language for Interaction: Use language to share ideas and gain
L.60.10 information.
Interest and Engagement with Books: Independently choose to “read” books and select
L.60.11 a variety of texts including fiction and
nonfiction.
Understanding of Stories or Information: With prompting and support, retell familiar
L.60.12 stories, including story elements (e.g., setting,
characters, events), and/or share key details
from informational text.
Understanding of Stories or Information: Identify main components of a story or text (the
L.60.13 major plot points of a story or the main topic of
an informational text).
Understanding of Stories or Information: Use connections between self and character,
L.60.14 experience, and emotions to increase
comprehension.
Book Concepts: Know how print is read (e.g., left to right, top to
L.60.15 bottom, front to back, or according to
conventions of home language).
Book Concepts: Know that books have titles, authors,
L.60.16 illustrators or photographers.
Book Concepts: Recognize words as a unit of print and that
L.60.17 letters are grouped to form words.
Print Concepts: Identify some familiar printed words out of
L.60.18 context.
Print Concepts: Begin to use awareness of letter sounds along
L.60.19 with pictures to read words in text.
Letter Recognition: Recognize and name known letters of the
L.60.20 alphabet in familiar and unfamiliar words.
Letter Recognition: Make some letter-sound connections.
L.60.21
Unified Pre-Kindergarten 96
Phonological Awareness: Produce rhyming words or words that have
L.60.22 same initial sound.
Phonological Awareness: Recognize which words in a set of words begin
L.60.23 with the same sound.
Phonological Awareness: Distinguish syllables in words.
L.60.24
Drawing and Writing: Draw original stories with a beginning, middle,
L.60.25 and end.
Drawing and Writing: Use early developmental spelling. May use one
L.60.26 letter for the initial or final sound to represent
whole word.
Assured Assessments
L.60.1 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word
L.60.2 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word to
predict meaning
L.60.3 Individualized assessment & Observation: Use complete sentences
(minimum five words) to participate in one-on-one correspondence and
structured group discussions
L.60.4 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word to
predict meaning
L.60.5 Individualized assessment & Observation: Make connections between self
and text
L.60.6 Curriculum-based assessment: Recall prepositional concepts and begin to
understand comparative words such as bigger and longer
L.60.7 Language sample & Observation: Use correct subject-verb agreement
(e.g., “dog runs”) and regular (e.g., “I jumped”) and irregular (e.g., “I
went”) past tense
L.60.8 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word
Unified Pre-Kindergarten 97
L.60.9 Language sample, Individualized assessment, & Observation: Initiate a
conversation through play and participate in one-on-one correspondence
and structured group discussions
L.60.10 Language sample, Curriculum-based assessment, & Observation: Answer
“who,” “what,” “where,” “why,” and simple “when” questions posed by
teacher and/or peers
L.60.11 Curriculum-based assessment & Observation: Independently choose a
book to read
L.60.12 Curriculum-based assessment & Individualized assessment: Identify
characters in a story read
L.60.13 Curriculum-based assessment & Individualized assessment: Identify the
main idea of a story read
L.60.14 Curriculum-based assessment & Individualized assessment: Make a
connection between self and text
L.60.15 Curriculum-based assessment & Observation: Demonstrate book
awareness (e.g., holding book upright, turning pages, scanning pages from
top to bottom and left to right)
L.60.16 Individualized assessment & Observation: Ask teacher the name of a book
read
L.60.17 Curriculum-based assessment, Individualized assessment, & Observation:
Recognize printed letters; Demonstrate independent interest in reading-
related activities by choosing a book to read
L.60.18 Curriculum-based assessment & Observation: Begin to identify both
uppercase and lowercase letters
L.60.19 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.20 Curriculum-based assessment: Begin to identify both uppercase and
lowercase letters
L.60.21 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.22 Curriculum-based assessment: Rhyme words paired with pictures
Unified Pre-Kindergarten 98
L.60.23 Individualized assessment: When shown three different words paired with
pictures, find the ones beginning with the same letter
L.60.24 Curriculum-based assessment & Individualized assessment: Identify the
number of syllables in a word that has a minimum of 4 syllables (e.g.,
clapping out “ca-ter-pill-ar”)
L.60.25 Curriculum-based assessment & Individualized assessment: Recall the
concepts of beginning, middle, and end of a thematic story
L.60.26 Curriculum-based assessment: Spell first name by tracing it
Resources
Curriculum-based & classroom materials & common objects (L.60.1, L.60.2, L.60.3,
L.60.4, L.60.5, L.60.6, L.60.8, L.60.9, L.60.10, L.60.11, L.60.12, L.60.13, L.60.14,
L.60.19, L.60.20, L.60.21, L.60.22, L.60.23, L.60.25)
Books (L.60.1, L.60.2, L.60.3, L.60.4, L.60.5, L.60.8, L.60.9, L.60.11, L.60.14, L.60.15,
L.60.16, L.60.17, L.60.18, L.60.25)
Songs (L.60.3, L.60.9)
Books brought from home (L.60.11)
Pictures brought from home (L.60.14)
Classroom sight words (L.60.18)
Environmental print (L.60.18)
Fundations curriculum (L.60.18, L.60.19, L.60.20, L.60.21)
Crayons/markers (L.60.25, L.60.26)
Magnetic letters (L.60.26)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 99
4-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand an increasing variety and specificity
L.60.1 of words for objects, actions, and attributes
encountered in both real and symbolic contexts.
Word Comprehension: Determine the meanings of unknown
L.60.2 words/concepts using the context of
conversations, pictures, or concrete objects.
Language Comprehension: Understand increasingly complex sentences that
L.60.3 include 3-4 concepts (e.g., “Plants are living
things that will not survive without soil,
sunlight, and water.”).
Vocabulary: Use an increasing variety and specificity of
L.60.4 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Vocabulary: Use more complex words learned through books
L.60.5 and personal experiences (e.g., label favorite
shirt as chartreuse, or know that a paleontologist
studies dinosaurs).
Expression of Ideas, Feelings, and Needs: Use complex words to describe the
L.60.6 relationships between objects and ideas (e.g.,
position words such as “under” or “beside” and
comparative words such as “bigger” or
“longer”).
Language Structure: Use basic grammar rules including subject-verb
L.60.7 agreement, tenses, regular and irregular past
tense, irregular plurals.
Language Structure: Use an increasing variety and specificity of
L.60.8 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Unified Pre-Kindergarten 100
Conventions of Conversation: Initiate, maintain, and end conversations by
L.60.9 repeating what other person says and/or by
asking questions.
Language for Interaction: Use language to share ideas and gain
L.60.10 information.
Interest and Engagement with Books: Independently choose to “read” books and select
L.60.11 a variety of texts including fiction and
nonfiction.
Understanding of Stories or Information: With prompting and support, retell familiar
L.60.12 stories, including story elements (e.g., setting,
characters, events), and/or share key details
from informational text.
Understanding of Stories or Information: Identify main components of a story or text (the
L.60.13 major plot points of a story or the main topic of
an informational text).
Understanding of Stories or Information: Use connections between self and character,
L.60.14 experience, and emotions to increase
comprehension.
Book Concepts: Know how print is read (e.g., left to right, top to
L.60.15 bottom, front to back, or according to
conventions of home language).
Book Concepts: Know that books have titles, authors,
L.60.16 illustrators or photographers.
Book Concepts: Recognize words as a unit of print and that
L.60.17 letters are grouped to form words.
Print Concepts: Identify some familiar printed words out of
L.60.18 context.
Print Concepts: Begin to use awareness of letter sounds along
L.60.19 with pictures to read words in text.
Letter Recognition: Recognize and name known letters of the
L.60.20 alphabet in familiar and unfamiliar words.
Letter Recognition: Make some letter-sound connections.
L.60.21
Unified Pre-Kindergarten 101
Phonological Awareness: Produce rhyming words or words that have
L.60.22 same initial sound.
Phonological Awareness: Recognize which words in a set of words begin
L.60.23 with the same sound.
Phonological Awareness: Distinguish syllables in words.
L.60.24
Drawing and Writing: Draw original stories with a beginning, middle,
L.60.25 and end.
Drawing and Writing: Use early developmental spelling. May use one
L.60.26 letter for the initial or final sound to represent
whole word.
Assured Assessments
L.60.1 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word
L.60.2 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word to
predict meaning
L.60.3 Language sample & Observation: Using expanded sentence structure,
share personal experiences and repeat familiar rhymes and songs
L.60.4 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word to
predict meaning
L.60.5 Individualized assessment & Observation: Use more complex words and
expanded sentences to represent thoughts from shared reading and make
predictions related to thematic text
L.60.6 Curriculum-based assessment: Use comparative words to describe two
objects
L.60.7 Language sample & Observation: Use correct subject-verb agreement
(e.g., “dog runs”) and regular (e.g., “I jumped”) and irregular (e.g., “I
went”) past tense
L.60.8 Individualized assessment & Observation: Based on context of story,
photos, and illustrations, respond to a description of an unknown word
Unified Pre-Kindergarten 102
L.60.9 Language sample, Individualized assessment, & Observation: Ask simple
questions to help maintain a conversation with peer and/or adult; With
faded adult assistance, end a peer interaction appropriately
L.60.10 Language sample, Curriculum-based assessment, & Observation: Ask
“who” and “what” questions to gain information
L.60.11 Curriculum-based assessment & Observation: Share a book with teacher
and/or peers
L.60.12 Curriculum-based assessment & Individualized assessment: Answer literal
questions (“who,” “what,” “where,” “when,” “why” questions) related to
thematic text
L.60.13 Curriculum-based assessment & Individualized assessment: With a
minimum of 2 thoughts, retell information from a story read
L.60.14 Curriculum-based assessment & Individualized assessment: Make a
connection between self and text
L.60.15 Curriculum-based assessment & Observation: Demonstrate book
awareness (e.g., holding book upright, turning pages, scanning pages from
top to bottom and left to right)
L.60.16 Individualized assessment & Observation: Ask teacher the name of a book
read
L.60.17 Curriculum-based assessment, Individualized assessment, & Observation:
Recognize familiar printed words and recognize that print conveys
meaning; Demonstrate independent interest in reading-related activities by
choosing a book to read
L.60.18 Curriculum-based assessment & Observation: Continue to identify both
uppercase and lowercase letters; Recognize familiar printed words and
recognize that print conveys meaning
L.60.19 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.20 Curriculum-based assessment: Expressively identify both uppercase and
lowercase letters
L.60.21 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.22 Curriculum-based assessment: Orally produce rhyming words
Unified Pre-Kindergarten 103
L.60.23 Individualized assessment: When shown three different words paired with
pictures, find the ones beginning with the same sound
L.60.24 Curriculum-based assessment & Individualized assessment: Identify the
number of syllables in a word that has a minimum of 4 syllables (e.g.,
clapping out “ca-ter-pill-ar”)
L.60.25 Curriculum-based assessment & Individualized assessment: Sequence a
three-part story
L.60.26 Curriculum-based assessment: Spell first name by copying it
Resources
Curriculum-based & classroom materials & common objects (L.60.1, L.60.2, L.60.3,
L.60.4, L.60.5, L.60.6, L.60.8, L.60.9, L.60.10, L.60.11, L.60.12, L.60.13, L.60.14,
L.60.19, L.60.20, L.60.21, L.60.22, L.60.23, L.60.25)
Books (L.60.1, L.60.2, L.60.3, L.60.4, L.60.5, L.60.8, L.60.9, L.60.11, L.60.14, L.60.15,
L.60.16, L.60.17, L.60.18, L.60.25)
Songs (L.60.3, L.60.9)
Books brought from home (L.60.11)
Pictures brought from home (L.60.14)
Classroom sight words (L.60.18)
Environmental print (L.60.18)
Fundations curriculum (L.60.18, L.60.19, L.60.20, L.60.21)
Crayons/markers (L.60.25, L.60.26)
Magnetic letters (L.60.26)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 104
4-YEAR-OLDS, DOMAIN 2: LANGUAGE ARTS Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Word Comprehension: Understand an increasing variety and specificity
L.60.1 of words for objects, actions, and attributes
encountered in both real and symbolic contexts.
Word Comprehension: Determine the meanings of unknown
L.60.2 words/concepts using the context of
conversations, pictures, or concrete objects.
Language Comprehension: Understand increasingly complex sentences that
L.60.3 include 3-4 concepts (e.g., “Plants are living
things that will not survive without soil,
sunlight, and water.”).
Vocabulary: Use an increasing variety and specificity of
L.60.4 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Vocabulary: Use more complex words learned through books
L.60.5 and personal experiences (e.g., label favorite
shirt as chartreuse, or know that a paleontologist
studies dinosaurs).
Expression of Ideas, Feelings, and Needs: Use complex words to describe the
L.60.6 relationships between objects and ideas (e.g.,
position words such as “under” or “beside” and
comparative words such as “bigger” or
“longer”).
Language Structure: Use basic grammar rules including subject-verb
L.60.7 agreement, tenses, regular and irregular past
tense, irregular plurals.
Language Structure: Use an increasing variety and specificity of
L.60.8 accepted words for objects, actions, and
attributes encountered in both real and symbolic
contexts.
Unified Pre-Kindergarten 105
Conventions of Conversation: Initiate, maintain, and end conversations by
L.60.9 repeating what other person says and/or by
asking questions.
Language for Interaction: Use language to share ideas and gain
L.60.10 information.
Interest and Engagement with Books: Independently choose to “read” books and select
L.60.11 a variety of texts including fiction and
nonfiction.
Understanding of Stories or Information: With prompting and support, retell familiar
L.60.12 stories, including story elements (e.g., setting,
characters, events), and/or share key details
from informational text.
Understanding of Stories or Information: Identify main components of a story or text (the
L.60.13 major plot points of a story or the main topic of
an informational text).
Understanding of Stories or Information: Use connections between self and character,
L.60.14 experience, and emotions to increase
comprehension.
Book Concepts: Know how print is read (e.g., left to right, top to
L.60.15 bottom, front to back, or according to
conventions of home language).
Book Concepts: Know that books have titles, authors,
L.60.16 illustrators or photographers.
Book Concepts: Recognize words as a unit of print and that
L.60.17 letters are grouped to form words.
Print Concepts: Identify some familiar printed words out of
L.60.18 context.
Print Concepts: Begin to use awareness of letter sounds along
L.60.19 with pictures to read words in text.
Letter Recognition: Recognize and name known letters of the
L.60.20 alphabet in familiar and unfamiliar words.
Letter Recognition: Make some letter-sound connections.
L.60.21
Unified Pre-Kindergarten 106
Phonological Awareness: Produce rhyming words or words that have
L.60.22 same initial sound.
Phonological Awareness: Recognize which words in a set of words begin
L.60.23 with the same sound.
Phonological Awareness: Distinguish syllables in words.
L.60.24
Drawing and Writing: Draw original stories with a beginning, middle,
L.60.25 and end.
Drawing and Writing: Use early developmental spelling. May use one
L.60.26 letter for the initial or final sound to represent
whole word.
Assured Assessments
L.60.1 Individualized assessment & Observation: Use newly learned vocabulary
during class discussions
L.60.2 Individualized assessment & Observation: Use newly learned vocabulary
during class discussions
L.60.3 Language sample & Observation: Spontaneously ask simple questions
related to curricular content
L.60.4 Individualized assessment & Observation: Use newly learned vocabulary
during class discussions
L.60.5 Individualized assessment & Observation: Use more complex words and
expanded sentences to represent thoughts from shared reading and make
predictions related to thematic text
L.60.6 Curriculum-based assessment: Describe where an item is located
L.60.7 Language sample & Observation: Use correct irregular plurals (e.g., feet,
mice, children)
L.60.8 Individualized assessment & Observation: Use newly learned vocabulary
during class discussions
L.60.9 Language sample, Individualized assessment, & Observation: Ask simple
questions to help maintain a conversation with peer and/or adult; With
faded adult assistance, end a peer interaction appropriately
Unified Pre-Kindergarten 107
L.60.10 Language sample, Curriculum-based assessment, & Observation: Ask
“where,” “why,” and simple “when” questions to gain information
L.60.11 Curriculum-based assessment & Observation: Independently “read” books
L.60.12 Curriculum-based assessment & Individualized assessment: Answer literal
questions (“who,” “what,” “where,” “when,” “why” questions) related to
thematic text
L.60.13 Curriculum-based assessment & Individualized assessment: With a
minimum of 4 thoughts, retell information from a story read
L.60.14 Curriculum-based assessment & Individualized assessment: Make a
connection between self and text
L.60.15 Curriculum-based assessment & Observation: Demonstrate book
awareness (e.g., holding book upright, turning pages, scanning pages from
top to bottom and left to right)
L.60.16 Individualized assessment & Observation: Ask teacher the name of a book
read
L.60.17 Curriculum-based assessment, Individualized assessment, & Observation:
Recognize familiar printed words and recognize that print conveys
meaning; Demonstrate independent interest in reading-related activities by
choosing a book to read
L.60.18 Curriculum-based assessment & Observation: Identify the nine curricular
sight words (I, me, bus, car, school, home, go, stop, exit)
L.60.19 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.20 Curriculum-based assessment: Expressively identify both uppercase and
lowercase letters
L.60.21 Curriculum-based assessment: Expressively associate letters with their
appropriate sounds
L.60.22 Curriculum-based assessment: Orally produce rhyming words
L.60.23 Individualized assessment: When shown three different words paired with
pictures, find the ones beginning with the same sound
Unified Pre-Kindergarten 108
L.60.24 Curriculum-based assessment & Individualized assessment: Identify the
number of syllables in a word that has a minimum of 4 syllables (e.g.,
clapping out “ca-ter-pill-ar”)
L.60.25 Curriculum-based assessment & Individualized assessment: With adult
facilitation, draw favorite part of a story, and identify if that part is the
beginning, middle, or end of the story
L.60.26 Curriculum-based assessment: Spell first name by writing it
Resources
Curriculum-based & classroom materials & common objects (L.60.1, L.60.2, L.60.3,
L.60.4, L.60.5, L.60.6, L.60.8, L.60.9, L.60.10, L.60.11, L.60.12, L.60.13, L.60.14,
L.60.19, L.60.20, L.60.21, L.60.22, L.60.23, L.60.25)
Books (L.60.1, L.60.2, L.60.3, L.60.4, L.60.5, L.60.8, L.60.9, L.60.11, L.60.14, L.60.15,
L.60.16, L.60.17, L.60.18, L.60.25)
Songs (L.60.3, L.60.9)
Books brought from home (L.60.11)
Pictures brought from home (L.60.14)
Classroom sight words (L.60.18)
Environmental print (L.60.18)
Fundations curriculum (L.60.18, L.60.19, L.60.20, L.60.21)
Crayons/markers (L.60.25, L.60.26)
Magnetic letters (L.60.26)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 109
4-YEAR-OLDS, DOMAIN 3: MATHEMATICS
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Mathematics.
Strand A: Early learning experiences will support children to understand counting and
cardinality.
Number Names: Say or sign the number sequence up to at least 20.
M.60.1
Cardinality: Count up to at least fifteen objects using one-to-one
M.60.2 (Extended) correspondence, regardless of configuration, using the
number name of the last object counted to represent the
total number of objects in a set.
Cardinality: Count out a set of objects up to fifteen.
M.60.3 (Extended)
Written Numerals: Recognize written numerals up to at least 10.
M.60.4
Recognition of Quantity: Quickly recognize and name, without counting, the
M.60.5 (Extended) number of objects in collections of up to at least 6 items.
Comparison Compare sets of up to 20 objects using a visual matching or
M.60.6 (Extended) counting strategy and describing the comparison as more,
less than, or the same.
Strand B: Early learning experiences will support children to understand and describe
relationships to solve problems (operations and algebraic thinking).
Number Operations: Use real-world situations and concrete objects to model and
M.60.7 (Extended) solve addition (e.g., putting together) problems up through
ten and subtraction (e.g, taking away) problems up through
five.
Number Operations: Recognize and describe parts contained in larger numbers
M.60.8 by composing number combinations up to at least five (e.g.,
recognize how many have been secretly taken away from a
group of five objects).
Strand C: Early learning experiences will support children to understand the attributes
and relative properties of objects (measurement and data).
Unified Pre-Kindergarten 110
Measurement: Compare the measurable attributes of two or more objects
M.60.9 (e.g., length, weight, and capacity) and describe the
comparison using appropriate vocabulary (e.g., longer,
shorter, same length, heavier, lighter, same weight, holds
more, holds less, holds the same amount).
Measurement: Begin to use strategies to determine measurable attributes
M.60.10 (e.g., length or capacity of objects). May use comparison,
standard or non-standard measurement tools.
Data: Represent data using a concrete object or a picture graph
M.60.11 according to one attribute.
Sorting and Classifying: Sort and classify a set of objects on the basis of one
M.60.12 attribute independently and describe the sorting rule. Can
re-sort and classify the same set of objects based on a
different attribute.
Strand D: Early learning experiences will support children to understand shapes and
spatial relationships (geometry and spatial sense).
Spatial Relationships: Use relational vocabulary of proximity (e.g., beside, next
M.60.13 to, between, above, below, over, and under) to identify and
describe the location of an object.
Identification of Shapes: Identify and describe a variety of 2-dimensional and 3-
M.60.14 dimensional shapes with mathematical names (e.g.,
ball/sphere, box/rectangular prism, can/cylinder) regardless
of orientation and size.
Composition of Shapes: Combine a shape puzzle or a new figure by putting multiple
M.60.15 shapes together with purpose.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand B: Early learning experiences will support children to use logic and reasoning.
Attributes, Sorting, and Patterns: Compare relative attributes of objects, people, events,
C.60.8 sounds (e.g., louder, more, less).
Unified Pre-Kindergarten 111
4-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 20.
M.60.1
Cardinality: Count up to at least fifteen objects using one-to-one
M.60.2 (Extended) correspondence, regardless of configuration, using the
number name of the last object counted to represent the
total number of objects in a set.
Cardinality: Count out a set of objects up to fifteen.
M.60.3 (Extended)
Written Numerals: Recognize written numerals up to at least 10.
M.60.4
Recognition of Quantity: Quickly recognize and name, without counting, the
M.60.5 (Extended) number of objects in collections of up to at least 6 items.
Comparison Compare sets of up to 20 objects using a visual matching or
M.60.6 (Extended) counting strategy and describing the comparison as more,
less than, or the same.
Number Operations: Use real-world situations and concrete objects to model and
M.60.7 (Extended) solve addition (e.g., putting together) problems up through
ten and subtraction (e.g, taking away) problems up through
five.
Number Operations: Recognize and describe parts contained in larger numbers
M.60.8 by composing number combinations up to at least five (e.g.,
recognize how many have been secretly taken away from a
group of five objects).
Measurement: Compare the measurable attributes of two or more objects
M.60.9 (e.g., length, weight, and capacity) and describe the
comparison using appropriate vocabulary (e.g., longer,
shorter, same length, heavier, lighter, same weight, holds
more, holds less, holds the same amount).
Data: Represent data using a concrete object or a picture graph
M.60.11 according to one attribute.
Unified Pre-Kindergarten 112
Sorting and Classifying: Sort and classify a set of objects on the basis of one
M.60.12 attribute independently and describe the sorting rule. Can
re-sort and classify the same set of objects based on a
different attribute.
Spatial Relationships: Use relational vocabulary of proximity (e.g., beside, next
M.60.13 to, between, above, below, over, and under) to identify and
describe the location of an object.
Identification of Shapes: Identify and describe a variety of 2-dimensional and 3-
M.60.14 dimensional shapes with mathematical names (e.g.,
ball/sphere, box/rectangular prism, can/cylinder) regardless
of orientation and size.
Composition of Shapes: Combine a shape puzzle or a new figure by putting multiple
M.60.15 shapes together with purpose.
Attributes, Sorting, and Patterns: Compare relative attributes of objects, people, events,
C.60.8 sounds (e.g., louder, more, less).
Assured Assessments
M.60.1 Curriculum-based assessment: Rote count to 10
M.60.2 (Extended) Curriculum-based assessment: 1-to-1 counting up to five objects
M.60.3 (Extended) Curriculum-based assessment: Represent quantities of five objects in a set
by counting using 1:1 correspondence
M.60.4 Curriculum-based assessment: Recognize numerals 0 through 4
M.60.5 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Recognize a set of objects up to four
M.60.6 (Extended) Individualized assessment & Universal assessment: Using a counting
strategy, compare sets of ten objects representing the concept of “more”
M.60.7 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Solve simple problems by adding objects up to 7
M.60.8 Individualized assessment & Universal assessment: Using 3 objects,
teacher will secretly add or remove one from the set; student will identify
the amount added or taken away
M.60.9 Curriculum-based assessment & Individualized assessment: Recall the
concepts of measurement: empty/full & tall/short; Begin recognizing
Unified Pre-Kindergarten 113
less/more in sets of objects with capacity and smaller/bigger than one
another
M.60.11 Curriculum-based assessment: Make a graph by gender (boy/girl), eye
color, shirt color, favorite food, how students came to school, etc. (For
example, “Stand up if you are wearing a red shirt.”; “If your favorite food
is pizza, stand here, and if your favorite food is ice cream, stand there.”);
Describe real graph using “more”
M.60.12 Curriculum-based assessment: Receptively and expressively identify all
eleven colors; Sort and classify by color
M.60.13 Curriculum-based assessment: Recall prepositional concepts such as
under/over, in/out, next to, in front of, behind, up/down, in between
M.60.14 Curriculum-based assessment & Individualized assessment: Identify the
four basic shapes (circle, square, triangle, rectangle)
M.60.15 Curriculum-based assessment & Individualized assessment: Complete
simple shape puzzles of 7-10 pieces
C.60.8 Curriculum-based assessment: Sort and classify by color
Resources
Math manipulatives (M.60.2, M.60.3, M.60.5, M.60.6, M.60.7, M.60.8 [blocks], M.60.9,
M.60.12 [counting bears, attribute blocks], M.60.14, M.60.15, C.60.8)
Number line (M.60.1)
Calendar (M.60.1)
o September: Month name; days of the week (1:1 correspondence to 2); “What is 2?”
o October: Month name; days of the week (1:1 correspondence to 3); saying numbers in
sequence; counting to 10; “What is 3?”
o November: Month name; days of the week (1:1 correspondence to 4); discovering
patterns; classifying and sorting; “What is 4?”
Printed numbers (M.60.4)
Domino cards (M.60.5)
Bar graph chart (M.60.11)
Visuals related to themes (M.60.13)
3-dimensional foam shapes (M.60.14)
Puzzles (M.60.15)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 114
4-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 20.
M.60.1
Cardinality: Count up to at least fifteen objects using one-to-one
M.60.2 (Extended) correspondence, regardless of configuration, using the
number name of the last object counted to represent the
total number of objects in a set.
Cardinality: Count out a set of objects up to fifteen.
M.60.3 (Extended)
Written Numerals: Recognize written numerals up to at least 10.
M.60.4
Recognition of Quantity: Quickly recognize and name, without counting, the
M.60.5 (Extended) number of objects in collections of up to at least 6 items.
Comparison Compare sets of up to 20 objects using a visual matching or
M.60.6 (Extended) counting strategy and describing the comparison as more,
less than, or the same.
Number Operations: Use real-world situations and concrete objects to model and
M.60.7 (Extended) solve addition (e.g., putting together) problems up through
ten and subtraction (e.g, taking away) problems up through
five.
Number Operations: Recognize and describe parts contained in larger numbers
M.60.8 by composing number combinations up to at least five (e.g.,
recognize how many have been secretly taken away from a
group of five objects).
Measurement: Compare the measurable attributes of two or more objects
M.60.9 (e.g., length, weight, and capacity) and describe the
comparison using appropriate vocabulary (e.g., longer,
shorter, same length, heavier, lighter, same weight, holds
more, holds less, holds the same amount).
Unified Pre-Kindergarten 115
Measurement: Begin to use strategies to determine measurable attributes
M.60.10 (e.g., length or capacity of objects). May use comparison,
standard or non-standard measurement tools.
Data: Represent data using a concrete object or a picture graph
M.60.11 according to one attribute.
Sorting and Classifying: Sort and classify a set of objects on the basis of one
M.60.12 attribute independently and describe the sorting rule. Can
re-sort and classify the same set of objects based on a
different attribute.
Spatial Relationships: Use relational vocabulary of proximity (e.g., beside, next
M.60.13 to, between, above, below, over, and under) to identify and
describe the location of an object.
Identification of Shapes: Identify and describe a variety of 2-dimensional and 3-
M.60.14 dimensional shapes with mathematical names (e.g.,
ball/sphere, box/rectangular prism, can/cylinder) regardless
of orientation and size.
Composition of Shapes: Combine a shape puzzle or a new figure by putting multiple
M.60.15 shapes together with purpose.
Attributes, Sorting, and Patterns: Compare relative attributes of objects, people, events,
C.60.8 sounds (e.g., louder, more, less).
Assured Assessments
M.60.1 Curriculum-based assessment: Rote count to 15
M.60.2 (Extended) Curriculum-based assessment: 1-to-1 counting up to ten objects
M.60.3 (Extended) Curriculum-based assessment: Represent quantities of ten objects in a set
by counting using 1:1 correspondence
M.60.4 Curriculum-based assessment: Recognize numerals 5 through 7
M.60.5 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Recognize a set of objects up to five
M.60.6 (Extended) Individualized assessment & Universal assessment: Using a counting
strategy, compare sets of fifteen objects representing the concepts of
“more” and “less”
Unified Pre-Kindergarten 116
M.60.7 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Solve simple problems by adding objects up to 10
M.60.8 Individualized assessment & Universal assessment: Using 4 objects,
teacher will secretly add or remove one from the set; student will identify
the amount added or taken away
M.60.9 Curriculum-based assessment & Individualized assessment: Identify
concepts by their non-standard unit of measurement (e.g., “Which one is
longer/shorter?”; “Which one is heavier/lighter?”)
M.60.10 Individualized assessment & Observation: Preliminary use of measuring
tools (ruler and scale)
M.60.11 Curriculum-based assessment: Make a graph by gender (boy/girl), eye
color, shirt color, favorite food, how students came to school, etc. (For
example, “Stand up if you are wearing a red shirt.”; “If your favorite food
is pizza, stand here, and if your favorite food is ice cream, stand there.”);
Describe real graph using “more” and “less”
M.60.12 Curriculum-based assessment: Sort and classify by shape
M.60.13 Curriculum-based assessment: Identify the location of an object by
answering the teacher’s question (e.g., “Is the ball over or under the
table?”
M.60.14 Curriculum-based assessment & Individualized assessment: Construct and
describe circle and triangle; Explore solids such as cone, sphere, pyramid,
cylinder, prism, and cube
M.60.15 Curriculum-based assessment & Individualized assessment: Complete
simple shape puzzles of 10-15 pieces; Use shapes to create a new shape
(e.g., 2 squares to create a rectangle, 2 triangles to create a square, 2 half-
circles to create a circle)
C.60.8 Curriculum-based assessment: Sort and classify by shape
Resources
Math manipulatives (M.60.2, M.60.3, M.60.5, M.60.6, M.60.7, M.60.8 [blocks], M.60.9,
M.60.12 [counting bears, attribute blocks], M.60.14, M.60.15, C.60.8)
Number line (M.60.1)
Calendar (M.60.1)
o December: Month name; days of the week (1:1 correspondence to 4); AB pattern;
introduction to recognizing/extending and copying a pattern; making a match with
adding a zero
Unified Pre-Kindergarten 117
o January: Month name; days of the week (1:1 correspondence to 5); ABC pattern;
making a match with 0-5; introduction to exploring shapes; “What is 5?”
o February: Month name; days of the week (1:1 correspondence to 6); AABB pattern;
making a match with 0-6; introduction to looking at data; 100th
day of school; “What is
6?”
o March: Month name; days of the week (1:1 correspondence to 7); AAB pattern; making
a match with 0-7; position words; introduction to measuring; “What is 7?”
Printed numbers (M.60.4)
Domino cards (M.60.5)
Measuring tools: ruler and scale (M.60.10)
Bar graph chart (M.60.11)
Visuals related to themes (M.60.13)
3-dimensional foam shapes (M.60.14)
Puzzles (M.60.15)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 118
4-YEAR-OLDS, DOMAIN 3: MATHEMATICS Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Number Names: Say or sign the number sequence up to at least 20.
M.60.1
Cardinality: Count up to at least fifteen objects using one-to-one
M.60.2 (Extended) correspondence, regardless of configuration, using the
number name of the last object counted to represent the
total number of objects in a set.
Cardinality: Count out a set of objects up to fifteen.
M.60.3 (Extended)
Written Numerals: Recognize written numerals up to at least 10.
M.60.4
Recognition of Quantity: Quickly recognize and name, without counting, the
M.60.5 (Extended) number of objects in collections of up to at least 6 items.
Comparison Compare sets of up to 20 objects using a visual matching or
M.60.6 (Extended) counting strategy and describing the comparison as more,
less than, or the same.
Number Operations: Use real-world situations and concrete objects to model and
M.60.7 (Extended) solve addition (e.g., putting together) problems up through
ten and subtraction (e.g, taking away) problems up through
five.
Number Operations: Recognize and describe parts contained in larger numbers
M.60.8 by composing number combinations up to at least five (e.g.,
recognize how many have been secretly taken away from a
group of five objects).
Measurement: Compare the measurable attributes of two or more objects
M.60.9 (e.g., length, weight, and capacity) and describe the
comparison using appropriate vocabulary (e.g., longer,
shorter, same length, heavier, lighter, same weight, holds
more, holds less, holds the same amount).
Unified Pre-Kindergarten 119
Measurement: Begin to use strategies to determine measurable attributes
M.60.10 (e.g., length or capacity of objects). May use comparison,
standard or non-standard measurement tools.
Data: Represent data using a concrete object or a picture graph
M.60.11 according to one attribute.
Sorting and Classifying: Sort and classify a set of objects on the basis of one
M.60.12 attribute independently and describe the sorting rule. Can
re-sort and classify the same set of objects based on a
different attribute.
Spatial Relationships: Use relational vocabulary of proximity (e.g., beside, next
M.60.13 to, between, above, below, over, and under) to identify and
describe the location of an object.
Identification of Shapes: Identify and describe a variety of 2-dimensional and 3-
M.60.14 dimensional shapes with mathematical names (e.g.,
ball/sphere, box/rectangular prism, can/cylinder) regardless
of orientation and size.
Composition of Shapes: Combine a shape puzzle or a new figure by putting multiple
M.60.15 shapes together with purpose.
Attributes, Sorting, and Patterns: Compare relative attributes of objects, people, events,
C.60.8 sounds (e.g., louder, more, less).
Assured Assessments
M.60.1 Curriculum-based assessment: Rote count to 20
M.60.2 (Extended) Curriculum-based assessment: 1-to-1 counting up to fifteen objects
M.60.3 (Extended) Curriculum-based assessment: Represent quantities of fifteen objects in a
set by counting using 1:1 correspondence
M.60.4 Curriculum-based assessment: Recognize numerals 8 through 10
M.60.5 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Recognize a set of objects up to six
M.60.6 (Extended) Individualized assessment & Universal assessment: Using a counting
strategy, compare sets of twenty objects representing the concepts of
“more,” “less,” and “same”
Unified Pre-Kindergarten 120
M.60.7 (Extended) Curriculum-based assessment, Individualized assessment, & Universal
assessment: Solve simple problems by subtracting objects up to 5
M.60.8 Individualized assessment & Universal assessment: Using 5 objects,
teacher will secretly add or remove one from the set; student will identify
the amount added or taken away
M.60.9 Curriculum-based assessment & Individualized assessment: Sort objects
by length (taller/shorter) and size (bigger/smaller)
M.60.10 Individualized assessment & Observation: Use strategies to estimate and
compare length, area, temperature, and weight
M.60.11 Curriculum-based assessment: Make a graph by beginning letter of first
name and by preference of a project or story read in class (For example,
“If you liked this story, stand here, or if you didn’t like this story, stand
there.”); Describe real graph using “more,” “less,” and “same”
M.60.12 Curriculum-based assessment: Sort and classify by size; Review sort and
classify the same set based on a different attribute
M.60.13 Curriculum-based assessment: Describe the location of an object by using
terminology independently (e.g., “Where is the ball?”)
M.60.14 Curriculum-based assessment & Individualized assessment: Construct and
describe all four basic shapes; Identify four 3-dimensional shapes
M.60.15 Curriculum-based assessment & Individualized assessment: Complete
jigsaw puzzle up to 24 pieces; Student will use shapes to represent an
object (e.g., triangle/square to represent a house, 2 circles/rectangle to
represent a car, circle/triangle to represent an ice cream or fish)
C.60.8 Curriculum-based assessment: Sort and classify by size
Resources
Math manipulatives (M.60.2, M.60.3, M.60.5, M.60.6, M.60.7, M.60.8 [blocks], M.60.9,
M.60.12 [counting bears, attribute blocks], M.60.14, M.60.15, C.60.8)
Number line (M.60.1)
Calendar (M.60.1)
o March: Month name; days of the week (1:1 correspondence to 7); AAB pattern; making
a match with 0-7; position words; introduction to measuring; “What is 7?”
o April: Month name; days of the week (1:1 correspondence to 8); ABCD pattern;
making a match with 0-8; all 5 pick-a-pockets; recognizing/counting numerals up to 20;
triangles; “What is 8?”
Unified Pre-Kindergarten 121
o May: Month name; days of the week (1:1 correspondence to 9); ABC pattern (small to
big bears); making a match with 0-9; all 5 pick-a-pockets; recognizing/counting
numerals up to 20; squares; “What is 9?”
o June: Month name; days of the week (1:1 correspondence to 9); ABC pattern (big to
small bears); making a match with 0-9; all 5 pick-a-pockets; recognizing/counting
numerals up to 20; squares; “What is 9?”
Printed numbers (M.60.4)
Domino cards (M.60.5)
Measuring tools: ruler and scale (M.60.10)
Bar graph chart (M.60.11)
Visuals related to themes (M.60.13)
3-dimensional foam shapes (M.60.14)
Puzzles (M.60.15)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 122
4-YEAR-OLDS, DOMAIN 4: SCIENCE
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Science.
Strand A: Early learning experiences will support children to apply scientific practices.
Questioning and Defining Problems: Define a problem to be solved, including details
S.60.1 and limitations to be considered (e.g., “We need
to figure out how to reach that shelf, but we
aren’t allowed to stand on the chairs.”).
Investigating: Engage in collaborative investigations to
S.60.2 describe phenomena or to explore cause-and-
effect relationships.
Investigating: Gather data by drawing, counting, or otherwise
S.60.3 documenting observations.
Using Evidence: Give evidence from observations or
S.60.4 investigations.
Using Evidence: Begin to distinguish evidence from opinion.
S.60.5
Strand B: Early learning experiences will support children to engage in the process of
engineering.
Design Cycle: Identify a problem and, with adult assistance,
S.60.6 design a solution, test, and refine design
elements.
Strand C: Early learning experiences will support children to understand patterns,
processes, and relationships of living things.
Unity and Diversity of Life: Group and classify living things based upon
S.60.7 features, providing evidence to support
groupings.
Unity and Diversity of Life: Demonstrate an understanding of how living
S.60.8 things grow and change through predictable
stages (e.g., birth, growth, reproduction, death).
Unified Pre-Kindergarten 123
Living Things and Their Interactions with Provide examples of how animals depend on
the Environment and Each Other: plants and other animals for food.
S.60.9
Strand D: Early learning experiences will support children to understand physical sciences.
Energy, Force, and Motion: Make predictions and conduct simple
S.60.10 experiments to change direction, speed, and
distance objects move.
Energy, Force, and Motion: Determine cause and effect of push/pull/
S.60.11 collision that make objects start, stop, and
change direction.
Matter and Its Properties: Evaluate the appropriateness of a material for
S.60.12 a given purpose based upon its properties.
Matter and Its Properties: Observe how heating and cooling cause changes
S.60.13 to properties of materials (e.g., Ice melts when
we bring it inside. Plastic becomes brittle when
it is left outside in the cold.).
Strand E: Early learning experiences will support children to understand features of earth.
Earth’s Features and the Effects of Give examples of ways in which weather
Weather and Water: variables (hot/cold temperatures, amount and
S.60.14 intensity of precipitation, wind speed) affect us
and/or cause changes to earth’s features (e.g.,
The stream has greater water flow after snow
melts.).
Earth and Human Activity: Explore how humans’ use of natural resources
S.60.15 impacts the environment (e.g., If we catch all
the salmon, this can no longer be a food source.
Cutting down trees can cause erosion.).
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand A: Early learning experiences will support children to develop effective approaches
to learning.
Curiosity and Initiative: Investigate ways to make something happen.
C.60.1
Unified Pre-Kindergarten 124
Strand B: Early learning experiences will support children to use logic and reasoning.
Cause and Effect: Try multiple uses of same materials and
C.60.7 observe differing results.
Unified Pre-Kindergarten 125
4-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Define a problem to be solved, including details
S.60.1 and limitations to be considered (e.g., “We need
to figure out how to reach that shelf, but we
aren’t allowed to stand on the chairs.”).
Investigating: Engage in collaborative investigations to
S.60.2 describe phenomena or to explore cause-and-
effect relationships.
Investigating: Gather data by drawing, counting, or otherwise
S.60.3 documenting observations.
Using Evidence: Give evidence from observations or
S.60.4 investigations.
Using Evidence: Begin to distinguish evidence from opinion.
S.60.5
Design Cycle: Identify a problem and, with adult assistance,
S.60.6 design a solution, test, and refine design
elements.
Unity and Diversity of Life: Group and classify living things based upon
S.60.7 features, providing evidence to support
groupings.
Unity and Diversity of Life: Demonstrate an understanding of how living
S.60.8 things grow and change through predictable
stages (e.g., birth, growth, reproduction, death).
Living Things and Their Interactions with Provide examples of how animals depend on
the Environment and Each Other: plants and other animals for food.
S.60.9
Energy, Force, and Motion: Make predictions and conduct simple
S.60.10 experiments to change direction, speed, and
distance objects move.
Unified Pre-Kindergarten 126
Energy, Force, and Motion: Determine cause and effect of push/pull/
S.60.11 collision that make objects start, stop, and
change direction.
Matter and Its Properties: Evaluate the appropriateness of a material for
S.60.12 a given purpose based upon its properties.
Matter and Its Properties: Observe how heating and cooling cause changes
S.60.13 to properties of materials (e.g., Ice melts when
we bring it inside. Plastic becomes brittle when
it is left outside in the cold.).
Earth’s Features and the Effects of Give examples of ways in which weather
Weather and Water: variables (hot/cold temperatures, amount and
S.60.14 intensity of precipitation, wind speed) affect us
and/or cause changes to earth’s features (e.g.,
The stream has greater water flow after snow
melts.).
Earth and Human Activity: Explore how humans’ use of natural resources
S.60.15 impacts the environment (e.g., If we catch all
the salmon, this can no longer be a food source.
Cutting down trees can cause erosion.).
Curiosity and Initiative: Investigate ways to make something happen.
C.60.1
Cause and Effect: Try multiple uses of same materials and
C.60.7 observe differing results.
Assured Assessments
S.60.1 Individualized assessment & Observation: With adult modeling, comment
on a problem (For example, “I can’t reach the blocks.”)
S.60.2 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
S.60.3 Curriculum-based assessment: Relate body parts to the five senses
S.60.4 Individualized assessment & Observation: Identify reason why choosing
to use/do certain things during the day (For example, “I chose to use the
square blocks because the circle blocks fall down.”)
Unified Pre-Kindergarten 127
S.60.5 Individualized assessment & Observation: Distinguish a question from a
comment during show & tell
S.60.6 Individualized assessment & Observation: With adult assistance, identify a
problem
S.60.7 Curriculum-based assessment & Observation: List characteristics of living
things, and give two examples
S.60.8 Individualized assessment, Universal assessment, & Observation: List
characteristics of living things, and give two examples
S.60.9 Curriculum-based assessment, Universal assessment, & Observation: List
characteristics of animals
S.60.10 Curriculum-based assessment, Universal assessment, & Observation:
Identify if an object rolls, slides, or bounces
S.60.11 Individualized assessment, Universal assessment, & Observation: Recall
the concepts of push, pull, and collision in relation to classroom materials
S.60.12 Curriculum-based assessment, Universal assessment, & Observation:
Review different building materials (e.g., foam blocks, wooden blocks,
Magna-Tiles, and Legos)
S.60.13 Individualized assessment, Universal assessment, & Observation: Review
concepts of hot and cold, and give examples of each
S.60.14 Curriculum-based assessment: Recall words to describe weather
conditions
S.60.15 Curriculum-based assessment, Universal assessment, & observation:
Compare and contrast summer and fall seasons; Identify seasonal
activities and clothing
C.60.1 Individualized assessment & Observation: Make observations of objects
and materials using all five senses
C.60.7 Curriculum-based assessment & Observation: Identify if an object rolls,
slides, or bounces
Resources
Common objects & classroom materials (S.60.1, S.60.3, S.60.4, S.60.6, S.60.7, S.60.8,
S.60.9, S.60.10, S.60.11, S.60.13, S.60.15, C.60.1, C.60.7)
If . . . then . . . statements (S.60.2)
Show & tell item from home (S.60.5)
Unified Pre-Kindergarten 128
Talkies movement cards (S.60.5)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.60.12)
Snow and ice cubes (S.60.13)
Graph chart (S.60.14)
Weather cards (S.60.14)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 129
4-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Define a problem to be solved, including details
S.60.1 and limitations to be considered (e.g., “We need
to figure out how to reach that shelf, but we
aren’t allowed to stand on the chairs.”).
Investigating: Engage in collaborative investigations to
S.60.2 describe phenomena or to explore cause-and-
effect relationships.
Investigating: Gather data by drawing, counting, or otherwise
S.60.3 documenting observations.
Using Evidence: Give evidence from observations or
S.60.4 investigations.
Using Evidence: Begin to distinguish evidence from opinion.
S.60.5
Design Cycle: Identify a problem and, with adult assistance,
S.60.6 design a solution, test, and refine design
elements.
Unity and Diversity of Life: Group and classify living things based upon
S.60.7 features, providing evidence to support
groupings.
Unity and Diversity of Life: Demonstrate an understanding of how living
S.60.8 things grow and change through predictable
stages (e.g., birth, growth, reproduction, death).
Living Things and Their Interactions with Provide examples of how animals depend on
the Environment and Each Other: plants and other animals for food.
S.60.9
Energy, Force, and Motion: Make predictions and conduct simple
S.60.10 experiments to change direction, speed, and
distance objects move.
Unified Pre-Kindergarten 130
Energy, Force, and Motion: Determine cause and effect of push/pull/
S.60.11 collision that make objects start, stop, and
change direction.
Matter and Its Properties: Evaluate the appropriateness of a material for
S.60.12 a given purpose based upon its properties.
Matter and Its Properties: Observe how heating and cooling cause changes
S.60.13 to properties of materials (e.g., Ice melts when
we bring it inside. Plastic becomes brittle when
it is left outside in the cold.).
Earth’s Features and the Effects of Give examples of ways in which weather
Weather and Water: variables (hot/cold temperatures, amount and
S.60.14 intensity of precipitation, wind speed) affect us
and/or cause changes to earth’s features (e.g.,
The stream has greater water flow after snow
melts.).
Earth and Human Activity: Explore how humans’ use of natural resources
S.60.15 impacts the environment (e.g., If we catch all
the salmon, this can no longer be a food source.
Cutting down trees can cause erosion.).
Curiosity and Initiative: Investigate ways to make something happen.
C.60.1
Cause and Effect: Try multiple uses of same materials and
C.60.7 observe differing results.
Assured Assessments
S.60.1 Individualized assessment & Observation: Given two choices, correctly
choose how to solve a problem
S.60.2 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
S.60.3 Curriculum-based assessment: Observe objects and materials using all five
senses
Unified Pre-Kindergarten 131
S.60.4 Individualized assessment & Observation: Identify reason why choosing
to use/do certain things during the day (For example, “I chose to use the
square blocks because the circle blocks fall down.”)
S.60.5 Individualized assessment & Observation: Distinguish a question from a
comment during show & tell
S.60.6 Individualized assessment & Observation: Given two choices to solve a
problem, independently identify which choice will best fit
S.60.7 Curriculum-based assessment & Observation: List characteristics of non-
living things, and give two examples
S.60.8 Individualized assessment, Universal assessment, & Observation:
Sequence a 3-4-step life cycle (e.g., caterpillar to butterfly, seed to flower,
tadpole to frog, baby to adult)
S.60.9 Curriculum-based assessment, Universal assessment, & Observation: List
characteristics of plants
S.60.10 Curriculum-based assessment, Universal assessment, & Observation:
Participate in simple tests to determine if an object rolls, slides, or
bounces; Identify how fast or slow an object will move, and how far it
travels
S.60.11 Individualized assessment, Universal assessment, & Observation:
Determine what happens when something is pushed, pulled, or collided
into another object
S.60.12 Curriculum-based assessment, Universal assessment, & Observation: Sort
building materials by different properties (e.g., smooth/bumpy, hard/soft,
heavy/light, bendable/non-bendable)
S.60.13 Individualized assessment, Universal assessment, & Observation: Review
concepts of freezing and melting, and give examples of freezing
S.60.14 Curriculum-based assessment: Describe and analyze weather conditions
S.60.15 Curriculum-based assessment, Universal assessment, & observation:
Compare and contrast fall and winter seasons; Identify seasonal activities
and clothing
C.60.1 Individualized assessment & Observation: Respond to and elaborate on
comments made by adults related to phenomena observed in the school
environment
Unified Pre-Kindergarten 132
C.60.7 Individualized assessment & Observation: Participate in simple tests to
determine if an object rolls, slides, or bounces; Identify how fast or slow
an object will move, and how far it travels
Resources
Common objects & classroom materials (S.60.1, S.60.3, S.60.4, S.60.6, S.60.7, S.60.8,
S.60.9, S.60.10, S.60.11, S.60.13, S.60.15, C.60.1, C.60.7)
If . . . then . . . statements (S.60.2)
Show & tell item from home (S.60.5)
Talkies movement cards (S.60.5)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.60.12)
Snow and ice cubes (S.60.13)
Graph chart (S.60.14)
Weather cards (S.60.14)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 133
4-YEAR-OLDS, DOMAIN 4: SCIENCE Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Questioning and Defining Problems: Define a problem to be solved, including details
S.60.1 and limitations to be considered (e.g., “We need
to figure out how to reach that shelf, but we
aren’t allowed to stand on the chairs.”).
Investigating: Engage in collaborative investigations to
S.60.2 describe phenomena or to explore cause-and-
effect relationships.
Investigating: Gather data by drawing, counting, or otherwise
S.60.3 documenting observations.
Using Evidence: Give evidence from observations or
S.60.4 investigations.
Using Evidence: Begin to distinguish evidence from opinion.
S.60.5
Design Cycle: Identify a problem and, with adult assistance,
S.60.6 design a solution, test, and refine design
elements.
Unity and Diversity of Life: Group and classify living things based upon
S.60.7 features, providing evidence to support
groupings.
Unity and Diversity of Life: Demonstrate an understanding of how living
S.60.8 things grow and change through predictable
stages (e.g., birth, growth, reproduction, death).
Living Things and Their Interactions with Provide examples of how animals depend on
the Environment and Each Other: plants and other animals for food.
S.60.9
Energy, Force, and Motion: Make predictions and conduct simple
S.60.10 experiments to change direction, speed, and
distance objects move.
Unified Pre-Kindergarten 134
Energy, Force, and Motion: Determine cause and effect of push/pull/
S.60.11 collision that make objects start, stop, and
change direction.
Matter and Its Properties: Evaluate the appropriateness of a material for
S.60.12 a given purpose based upon its properties.
Matter and Its Properties: Observe how heating and cooling cause changes
S.60.13 to properties of materials (e.g., Ice melts when
we bring it inside. Plastic becomes brittle when
it is left outside in the cold.).
Earth’s Features and the Effects of Give examples of ways in which weather
Weather and Water: variables (hot/cold temperatures, amount and
S.60.14 intensity of precipitation, wind speed) affect us
and/or cause changes to earth’s features (e.g.,
The stream has greater water flow after snow
melts.).
Earth and Human Activity: Explore how humans’ use of natural resources
S.60.15 impacts the environment (e.g., If we catch all
the salmon, this can no longer be a food source.
Cutting down trees can cause erosion.).
Curiosity and Initiative: Investigate ways to make something happen.
C.60.1
Cause and Effect: Try multiple uses of same materials and
C.60.7 observe differing results.
Assured Assessments
S.60.1 Individualized assessment & Observation: Independently come up with a
solution to a problem
S.60.2 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
S.60.3 Curriculum-based assessment: Gather data by drawing a picture of
curriculum-based events (e.g., after a nature walk, drawing a picture of
something that was heard)
Unified Pre-Kindergarten 135
S.60.4 Individualized assessment & Observation: Identify reason why choosing
to use/do certain things during the day (For example, “I chose to use the
square blocks because the circle blocks fall down.”)
S.60.5 Individualized assessment & Observation: Distinguish a question from a
comment during show & tell
S.60.6 Individualized assessment & Observation: Independently solve a problem
S.60.7 Curriculum-based assessment & Observation: Make observations of the
characteristics of both living and non-living things
S.60.8 Individualized assessment, Universal assessment, & Observation:
Sequence a 3-4-step life cycle (e.g., caterpillar to butterfly, seed to flower,
tadpole to frog, baby to adult)
S.60.9 Curriculum-based assessment, Universal assessment, & Observation:
Make observations of the characteristics of both animals and plants (e.g.,
both animals and plants need sun, food, water, air, and shelter)
S.60.10 Curriculum-based assessment, Universal assessment, & Observation:
Participate in simple tests to determine if an object rolls, slides, or
bounces; Identify how fast or slow an object will move, and how far it
travels
S.60.11 Individualized assessment, Universal assessment, & Observation:
Determine the cause and effect of materials through independent play
S.60.12 Curriculum-based assessment, Universal assessment, & Observation:
Describe building materials by strength, weight, and flexibility (For
example, “This block is heavy.”)
S.60.13 Individualized assessment, Universal assessment, & Observation: Give
examples of things that melt and heat up
S.60.14 Curriculum-based assessment: Using the five senses, make observations
based on weather conditions
S.60.15 Curriculum-based assessment, Universal assessment, & observation:
Compare and contrast winter and spring seasons (and summer if
applicable); Identify seasonal activities and clothing
C.60.1 Individualized assessment & Observation: Independently make comments
about phenomena observed in the school environment
Unified Pre-Kindergarten 136
C.60.7 Individualized assessment & Observation: Participate in simple tests to
determine if an object rolls, slides, or bounces; Identify how fast or slow
an object will move, and how far it travels
Resources
Common objects & classroom materials (S.60.1, S.60.3, S.60.4, S.60.6, S.60.7, S.60.8,
S.60.9, S.60.10, S.60.11, S.60.13, S.60.15, C.60.1, C.60.7)
If . . . then . . . statements (S.60.2)
Show & tell item from home (S.60.5)
Talkies movement cards (S.60.5)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (S.60.12)
Snow and ice cubes (S.60.13)
Graph chart (S.60.14)
Weather cards (S.60.14)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 137
4-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES
GOALS
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Social Studies.
Strand A: Early learning experiences will support children to understand self, family, and
a diverse community.
Individual Development and Identity: Demonstrate an understanding that there are
SS.60.1 similarities and differences among people and
families.
Culture: Demonstrate an understanding that there are
SS.60.2 similarities and differences among the cultural
characteristics of people, families, and
communities (e.g., languages, foods, art,
customs, modes of transportation, and shelter).
Strand B: Early learning experiences will support children to learn about people and the
environment.
Power, Authority, and Governance: Demonstrate an understanding of the reasons for
SS.60.3 rules and laws in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people have a
SS.60.4 responsibility to take care of the environment
through active participation in activities such as
recycling.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.60.5 classroom, home, and/or community (including
roads, buildings, bodies of water, etc.).
Civic Ideals and Practices: Demonstrate an understanding of why certain
SS.60.6 responsibilities are important and participate in
fulfilling responsibilities at home, classroom, or
community (e.g., cleaning up, caring for pets).
Strand C: Early learning experiences will support children to develop an understanding of
economic systems and resources.
Individuals, Groups, and Institutions: Demonstrate awareness of the tools and
SS.60.7 technologies associated with a variety of roles
Unified Pre-Kindergarten 138
and jobs, expressing interest in different careers.
Production, Distribution, and Consumption: Demonstrate understanding of the basic
SS.60.8 relationship of money for the purchase of food,
shelter, goods, and services, moving toward an
understanding of the difference between wants
and needs.
Science, Technology, and Society: Begin to be aware of technology and how it
SS.60.9 affects life.
Strand D: Early learning experiences will support children to understand change over
time.
Time, Continuity, and Change: Demonstrate a beginning understanding of past,
SS.60.10 present, and future as it relates to one’s self,
family, and community.
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.60.11 change over time through discussing,
representing, or playing about expanding topics
such as their own growth and family history.
The following domain goals derive from the 2014 Connecticut Early Learning and Development
Standards (CTELDS) for Cognition.
Strand B: Early learning experiences will support children to use logic and reasoning.
Attributes, Sorting, and Patterns: Use familiar patterns to solve problems and
C.60.9 reason (e.g., if we go to the library every other
day and we went yesterday, today we will . . .).
Symbolic Representation: Engage in extended pretend play scenarios and
C.60.13 display recognition of the difference between
pretend or fantasy situations and reality.
Symbolic Representation: Represent people, places, or things through
C.60.14 drawings, movements, and three-
constructions that are increasingly abstract (e.g.,
may draw a map that includes an “X” that marks
the location of the treasure).
Unified Pre-Kindergarten 139
4-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 1
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Demonstrate an understanding that there are
SS.60.1 similarities and differences among people and
families.
Culture: Demonstrate an understanding that there are
SS.60.2 similarities and differences among the cultural
characteristics of people, families, and
communities (e.g., languages, foods, art,
customs, modes of transportation, and shelter).
Power, Authority, and Governance: Demonstrate an understanding of the reasons for
SS.60.3 rules and laws in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people have a
SS.60.4 responsibility to take care of the environment
through active participation in activities such as
recycling.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.60.5 classroom, home, and/or community (including
roads, buildings, bodies of water, etc.).
Civic Ideals and Practices: Demonstrate an understanding of why certain
SS.60.6 responsibilities are important and participate in
fulfilling responsibilities at home, classroom, or
community (e.g., cleaning up, caring for pets).
Individuals, Groups, and Institutions: Demonstrate awareness of the tools and
SS.60.7 technologies associated with a variety of roles
and jobs, expressing interest in different careers.
Production, Distribution, and Consumption: Demonstrate understanding of the basic
SS.60.8 relationship of money for the purchase of food,
shelter, goods, and services, moving toward an
understanding of the difference between wants
and needs.
Unified Pre-Kindergarten 140
Science, Technology, and Society: Begin to be aware of technology and how it
SS.60.9 affects life.
Time, Continuity, and Change: Demonstrate a beginning understanding of past,
SS.60.10 present, and future as it relates to one’s self,
family, and community.
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.60.11 change over time through discussing,
representing, or playing about expanding topics
such as their own growth and family history.
Attributes, Sorting, and Patterns: Use familiar patterns to solve problems and
C.60.9 reason (e.g., if we go to the library every other
day and we went yesterday, today we will . . .).
Symbolic Representation: Engage in extended pretend play scenarios and
C.60.13 display recognition of the difference between
pretend or fantasy situations and reality.
Symbolic Representation: Represent people, places, or things through
C.60.14 drawings, movements, and three-
constructions that are increasingly abstract (e.g.,
may draw a map that includes an “X” that marks
the location of the treasure).
Assured Assessments
SS.60.1 Curriculum-based assessment & Observation: By looking through a mirror
and/or at a family photo, review attributes of self such as gender, eye
color, hair color; Identify families in terms of “big” or “small”
SS.60.2 Individualized assessment: Explore and compare people, families, and
communities through discussion, books, and drawings of student and
family tree; Describe family’s customs by looking at pictures
SS.60.3 Curriculum-based assessment & Observation: Follow classroom rules with
verbal and visual aids
SS.60.4 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
Unified Pre-Kindergarten 141
SS.60.5 Individualized assessment & Observation: Build and name a block
structure (For example, “I am making a gas station.”) using classroom
materials, using pictures posted in the classroom block area as reference;
Place common objects in appropriate geographical locations related to
personal experiences
SS.60.6 Individualized assessment & Observation: Participate in classroom jobs by
completing responsibilities with occasional verbal and visual reminders
(e.g., photo paired with words)
SS.60.7 Curriculum-based assessment & Observation: Identify and take on roles of
community workers (e.g., firefighter, police officer, dentist, etc.) during
pretend play with props; Discuss how each authority figure helps families
in our community; Answer questions related to student’s means of
transportation to and from school
SS.60.8 Curriculum-based assessment & Observation: Participate in simple
purchasing and selling of common items related to self and family (e.g.,
going to the pumpkin patch, buying a pumpkin, and decorating it at home)
SS.60.9 Observation: Name or access information from a computer and/or
alternative source
SS.60.10 Curriculum-based assessment: Identify morning, night, and today by
relating those terms to daily routine and calendar
SS.60.11 Individualized assessment & Observation: Participate in open discussion
comparing baby pictures to current pictures
C.60.9 Curriculum-based assessment & Observation: Identify morning, night, and
today by relating those terms to daily routine and calendar
C.60.13 Individualized assessment & Observation: Discuss roles of authority
figures through visuals and books, including how each authority figure
helps families in our community
C.60.14 Observation: Build and name a block structure (For example, “I am
making a gas station.”) using classroom materials, using pictures posted in
the classroom block area as reference
Resources
Adults/peers (SS.60.1)
Mirror (SS.60.1)
Family pictures from home (SS.60.1, SS.60.11)
Multicultural books (SS.60.2)
Music/instruments (SS.60.2)
Unified Pre-Kindergarten 142
Posters (SS.60.2)
Play foods (SS.60.2)
Pictures and picture books (SS.60.2, SS.60.10, C.60.13)
Art projects (SS.60.2)
Second Step listening rules cards and song (SS.60.3)
If . . . then . . . statements (SS.60.4)
Blocks (SS.60.5)
Visuals of structures (SS.60.5)
Real structures in the neighborhood (SS.60.5)
Visuals of classroom jobs, and check-off list of students in class filling jobs (SS.60.6)
Community worker figures (SS.60.7)
Community worker props and costumes (SS.60.7)
Pretend cash registers, money, and wallets (SS.60.8)
Computers, iPads, and other technology (SS.60.9)
Calendar (SS.60.10)
Guest speakers (C.60.13)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.60.14)
Time Allotment
First trimester (September – November)
Unified Pre-Kindergarten 143
4-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 2
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Demonstrate an understanding that there are
SS.60.1 similarities and differences among people and
families.
Culture: Demonstrate an understanding that there are
SS.60.2 similarities and differences among the cultural
characteristics of people, families, and
communities (e.g., languages, foods, art,
customs, modes of transportation, and shelter).
Power, Authority, and Governance: Demonstrate an understanding of the reasons for
SS.60.3 rules and laws in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people have a
SS.60.4 responsibility to take care of the environment
through active participation in activities such as
recycling.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.60.5 classroom, home, and/or community (including
roads, buildings, bodies of water, etc.).
Civic Ideals and Practices: Demonstrate an understanding of why certain
SS.60.6 responsibilities are important and participate in
fulfilling responsibilities at home, classroom, or
community (e.g., cleaning up, caring for pets).
Individuals, Groups, and Institutions: Demonstrate awareness of the tools and
SS.60.7 technologies associated with a variety of roles
and jobs, expressing interest in different careers.
Production, Distribution, and Consumption: Demonstrate understanding of the basic
SS.60.8 relationship of money for the purchase of food,
shelter, goods, and services, moving toward an
understanding of the difference between wants
and needs.
Unified Pre-Kindergarten 144
Science, Technology, and Society: Begin to be aware of technology and how it
SS.60.9 affects life.
Time, Continuity, and Change: Demonstrate a beginning understanding of past,
SS.60.10 present, and future as it relates to one’s self,
family, and community.
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.60.11 change over time through discussing,
representing, or playing about expanding topics
such as their own growth and family history.
Attributes, Sorting, and Patterns: Use familiar patterns to solve problems and
C.60.9 reason (e.g., if we go to the library every other
day and we went yesterday, today we will . . .).
Symbolic Representation: Engage in extended pretend play scenarios and
C.60.13 display recognition of the difference between
pretend or fantasy situations and reality.
Symbolic Representation: Represent people, places, or things through
C.60.14 drawings, movements, and three-
constructions that are increasingly abstract (e.g.,
may draw a map that includes an “X” that marks
the location of the treasure).
Assured Assessments
SS.60.1 Curriculum-based assessment & Observation: By looking through a mirror
and/or at family photos, describe similar attributes of self/classmates and
self/family members
SS.60.2 Individualized assessment: Identify and respond correctly to questions
based on different international foods, forms of shelter, art, music, and
language presented in books and/or pictures
SS.60.3 Curriculum-based assessment & Observation: With adult assistance, begin
to explain reasons for following classroom rules
SS.60.4 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
Unified Pre-Kindergarten 145
SS.60.5 Individualized assessment & Observation: Build and name a block
structure (For example, “I am making a gas station.”) using classroom
materials, using pictures posted in the classroom block area as reference;
Place common objects in appropriate geographical locations related to
personal experiences
SS.60.6 Individualized assessment & Observation: Participate in classroom jobs by
completing responsibilities with occasional verbal and visual reminders
(e.g., photo paired with words)
SS.60.7 Curriculum-based assessment & Observation: Identify and take on roles of
community workers (e.g., firefighter, police officer, dentist, etc.) during
pretend play with props; Discuss how each authority figure helps families
in our community; Discuss different forms of transportation related to
community workers and personal experiences
SS.60.8 Curriculum-based assessment & Observation: Participate in simple
purchasing and selling of common items related to self and family (e.g.,
going to the pumpkin patch, buying a pumpkin, and decorating it at home)
SS.60.9 Observation: Name or access information from a computer and/or
alternative source
SS.60.10 Curriculum-based assessment: Identify afternoon and tomorrow by
relating those terms to daily routine and calendar
SS.60.11 Individualized assessment & Observation: Participate in pretend play at
doll house, role playing family members such as grandparents, parents,
siblings, and self
C.60.9 Curriculum-based assessment & Observation: Identify afternoon and
tomorrow by relating those terms to daily routine and calendar
C.60.13 Individualized assessment & Observation: Discuss roles of authority
figures through visuals and books, including how each authority figure
helps families in our community
C.60.14 Observation: Build and name a block structure (For example, “I am
making a gas station.”) using classroom materials, using pictures posted in
the classroom block area as reference
Resources
Adults/peers (SS.60.1)
Mirror (SS.60.1)
Family pictures from home (SS.60.1, SS.60.11)
Multicultural books (SS.60.2)
Unified Pre-Kindergarten 146
Music/instruments (SS.60.2)
Posters (SS.60.2)
Play foods (SS.60.2)
Pictures and picture books (SS.60.2, SS.60.10, C.60.13)
Art projects (SS.60.2)
Second Step listening rules cards and song (SS.60.3)
If . . . then . . . statements (SS.60.4)
Blocks (SS.60.5)
Visuals of structures (SS.60.5)
Real structures in the neighborhood (SS.60.5)
Visuals of classroom jobs, and check-off list of students in class filling jobs (SS.60.6)
Community worker figures (SS.60.7)
Community worker props and costumes (SS.60.7)
Pretend cash registers, money, and wallets (SS.60.8)
Computers, iPads, and other technology (SS.60.9)
Calendar (SS.60.10)
Dolls and doll house (SS.60.11)
Guest speakers (C.60.13)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.60.14)
Time Allotment
Second trimester (December – mid-March)
Unified Pre-Kindergarten 147
4-YEAR-OLDS, DOMAIN 5: SOCIAL STUDIES Trimester 3
Trimester Goals
At the completion of this trimester, students will:
Individual Development and Identity: Demonstrate an understanding that there are
SS.60.1 similarities and differences among people and
families.
Culture: Demonstrate an understanding that there are
SS.60.2 similarities and differences among the cultural
characteristics of people, families, and
communities (e.g., languages, foods, art,
customs, modes of transportation, and shelter).
Power, Authority, and Governance: Demonstrate an understanding of the reasons for
SS.60.3 rules and laws in the home, cultural community,
and/or classroom.
People, Places, and Environments: Demonstrate awareness that people have a
SS.60.4 responsibility to take care of the environment
through active participation in activities such as
recycling.
People, Places, and Environments: Describe, draw, or construct aspects of the
SS.60.5 classroom, home, and/or community (including
roads, buildings, bodies of water, etc.).
Civic Ideals and Practices: Demonstrate an understanding of why certain
SS.60.6 responsibilities are important and participate in
fulfilling responsibilities at home, classroom, or
community (e.g., cleaning up, caring for pets).
Individuals, Groups, and Institutions: Demonstrate awareness of the tools and
SS.60.7 technologies associated with a variety of roles
and jobs, expressing interest in different careers.
Production, Distribution, and Consumption: Demonstrate understanding of the basic
SS.60.8 relationship of money for the purchase of food,
shelter, goods, and services, moving toward an
understanding of the difference between wants
and needs.
Unified Pre-Kindergarten 148
Science, Technology, and Society: Begin to be aware of technology and how it
SS.60.9 affects life.
Time, Continuity, and Change: Demonstrate a beginning understanding of past,
SS.60.10 present, and future as it relates to one’s self,
family, and community.
Time, Continuity, and Change: Demonstrate a beginning understanding of
SS.60.11 change over time through discussing,
representing, or playing about expanding topics
such as their own growth and family history.
Attributes, Sorting, and Patterns: Use familiar patterns to solve problems and
C.60.9 reason (e.g., if we go to the library every other
day and we went yesterday, today we will . . .).
Symbolic Representation: Engage in extended pretend play scenarios and
C.60.13 display recognition of the difference between
pretend or fantasy situations and reality.
Symbolic Representation: Represent people, places, or things through
C.60.14 drawings, movements, and three-
constructions that are increasingly abstract (e.g.,
may draw a map that includes an “X” that marks
the location of the treasure).
Assured Assessments
SS.60.1 Curriculum-based assessment & Observation: By looking through a mirror
and/or at family photos, describe similar and different attributes of
self/classmates and self/family members
SS.60.2 Individualized assessment: Identify and respond correctly to questions
based on different international foods, forms of shelter, art, music, and
language presented in books and/or pictures
SS.60.3 Curriculum-based assessment & Observation: Independently explain
reasons for following classroom rules
SS.60.4 Individualized assessment & Observation: Answer questions related to
natural consequences of student’s action within the school community
(For example, “When we are done playing, we clean up the toys.”; “If you
spill a drink, you get a paper towel to wipe it up.”; “When you’re done
with snack, you throw away garbage and recycle water bottles.”)
Unified Pre-Kindergarten 149
SS.60.5 Individualized assessment & Observation: Compare actual block structure
to community picture shown in the classroom block area, using
comparative language (For example, “My library has the same door.”);
Place complex objects in appropriate rooms of the house
SS.60.6 Individualized assessment & Observation: Participate in classroom jobs by
completing responsibilities with occasional verbal and visual reminders
(e.g., photo paired with words)
SS.60.7 Curriculum-based assessment & Observation: Role-play each authority
figure and community worker during pretend play with props; Describe
different forms of transportation related to community workers
SS.60.8 Curriculum-based assessment & Observation: Participate in simple
purchasing and selling of common items related to self and family (e.g.,
going to the pumpkin patch, buying a pumpkin, and decorating it at home)
SS.60.9 Observation: Name or access information from a computer and/or
alternative source
SS.60.10 Curriculum-based assessment: Identify and describe morning, afternoon,
night, today, tomorrow, and yesterday by relating those terms to daily
routine and calendar
SS.60.11 Individualized assessment & Observation: Participate in pretend play at
doll house, role playing family members such as grandparents, parents,
siblings, and self
C.60.9 Curriculum-based assessment & Observation: Identify and describe
morning, afternoon, night, today, tomorrow, and yesterday by relating
those terms to daily routine and calendar
C.60.13 Individualized assessment & Observation: Dramatize roles of each
authority figure and other community helpers during pretend play
C.60.14 Observation: Compare actual block structure to community picture shown
in the classroom block area; Incorporate community people, places, and
things into neighborhood drawing
Resources
Adults/peers (SS.60.1)
Mirror (SS.60.1)
Family pictures from home (SS.60.1, SS.60.11)
Multicultural books (SS.60.2)
Music/instruments (SS.60.2)
Posters (SS.60.2)
Unified Pre-Kindergarten 150
Play foods (SS.60.2)
Pictures and picture books (SS.60.2, SS.60.10, C.60.13)
Art projects (SS.60.2)
Second Step listening rules cards and song (SS.60.3)
If . . . then . . . statements (SS.60.4)
Blocks (SS.60.5)
Visuals of structures (SS.60.5)
Real structures in the neighborhood (SS.60.5)
Visuals of classroom jobs, and check-off list of students in class filling jobs (SS.60.6)
Community worker figures (SS.60.7)
Community worker props and costumes (SS.60.7)
Pretend cash registers, money, and wallets (SS.60.8)
Computers, iPads, and other technology (SS.60.9)
Calendar (SS.60.10)
Props and costumes (C.60.13)
Guest speakers (C.60.13)
Classroom building materials such as foam blocks, wooden blocks, Magna-Tiles, and
Legos (C.60.14)
Time Allotment
Third trimester (mid-March – June)
Unified Pre-Kindergarten 151
APPENDIX A: LANGUAGE ARTS ALIGNMENT, PRE-K to KINDERGARTEN
Language and Literacy
Early Learning and Development Standards
Connecticut Core Standards in
English Language Arts
3 to 4 years 4 to 5 years Kindergarten
Strand A: Understand Language (Receptive Language)
Word
Comprehension
L.48.1 Understand
words or signs for
objects, actions, and
visible attributes
found frequently in
both real and
symbolic contexts.
L.60.1 Understand an
increasing variety and
specificity of words
for objects, actions,
and attributes
encountered in both
real and symbolic
contexts.
L.K.4 Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on kindergarten reading
and content.
L.K.4a Identify new meanings for
familiar words and apply them
accurately (e.g., knowing duck is a bird
and learning the verb to duck)
L.K.4b Use 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.
L.K.5 With guidance and support from
adults, explore word relationships and
nuances in word meanings.
L.K.5a Sort common objects into
categories (e.g., shapes, foods) to gain a
sense of the concepts the categories
represent.
CC.L.K.5b Demonstrate understanding
of frequently occurring verbs and
adjectives by relating them to their
opposites (antonyms).
L.K.5c Identify real-life connections
between words and their use (e.g., note
places at school that are colorful).
L.K.6 Use words and phrases acquired
through conversations, reading and being
read to, and responding to texts.
L.60.2 Determine the
meanings of unknown
words/concepts using
the context of
conversations,
pictures, or concrete
objects.
Language
Comprehension
L.48.2 Understand
increasingly complex
sentences that include
2-3 concepts (e.g.,
“Put the blue paper
under the box.”).
L.60.3 Understand
increasingly complex
sentences that include
3-4 concepts (e.g.,
“Plants are living
things that will not
survive without soil,
sunlight, and water.”).
Strand B: Use language (Expressive language)
Vocabulary
L.48.3 Use accepted
words for objects,
actions, and attributes
encountered
frequently in both
real and symbolic
contexts.
L.60.4 Use an
increasing variety and
specificity of accepted
words for objects,
actions, and attributes
encountered in both
real and symbolic
contexts. L.48.4 Use simple
pronouns (e.g., I, me,
you, mine, he, she).
L.48.5 Begin to use
some words that are
not a part of everyday
conversational speech
but that are learned
through books and
personal experiences
(e.g., gigantic,
rapidly, frustrated,
transportation, race,
or jog).
L.60.5 Use more
complex words
learned through books
and personal
experiences (e.g., label
favorite shirt as
chartreuse, or know
that a paleontologist
studies dinosaurs).
Unified Pre-Kindergarten 152
Expression of
Ideas, Feelings,
and Needs
L.48.6 Communicate
about current or
removed events
and/or objects.
L.60.6 Use more
complex words to
describe the
relationships between
objects and ideas (e.g.,
position words such as
“under” or “beside”
and comparative
words such as
“bigger” or “longer”).
SL.K.4 Describe familiar people, places,
things, and events and, with prompting
and support, provide additional detail.
SL.K.5 Add drawings or other visual
displays to descriptions as desired to
provide additional detail.
SL.K.6 Speak audibly and express
thoughts, feelings, and ideas clearly.
L.48.7 Use
increasingly longer,
complex sentences
that combine phrases
or concepts to
communicate ideas.
Language
Structure
L.48.8 Use basic
grammar rules
including irregular
past tense and
questions.
L.60.7 Use basic
grammar rules
including subject-verb
agreement, tenses,
regular and irregular
past tense, irregular
plurals.
L.K.1 Demonstrate command of the
conventions of standard English grammar
and usage when . . . speaking.
L.K.1a Print many upper- and lowercase
letters.
L.K.1b Use frequently occurring nouns
and verbs.
L.K.1c Form regular plural nouns orally
by adding /s/ or /es/ (e.g., dog, dogs;
wish, wishes).
L.K.1d Understand and use question
words (interrogatives) (e.g., who, what,
where, when, why, how).
L.K.1e Use the most frequently
occurring prepositions (e.g., to, from, in,
out, on, off, for, or, by, with).
L.K.1f Produce and expand complete
sentences in shared language
activities.
L.48.9 Use speech
that is mostly
intelligible to familiar
and unfamiliar adults.
L.60.8 Use an
increasing variety and
specificity of accepted
words for objects,
actions, and attributes
encountered in both
real and symbolic
contexts.
Strand C: Use language for social interaction.
Conventions of
Conversation
L.48.10 Maintain a
topic of conversation
over the course of
several turns.
L.60.9 Initiate,
maintain, and end
conversations by
repeating what other
person says and/or by
asking questions.
SL.K.1 Participate in collaborative
conversations with diverse partners about
kindergarten topics and texts with peers
and adults in small and larger groups.
SL.K.1a Follow agreed-upon rules for
discussions (e.g., listening to others and
taking turns speaking about the topics
and texts under discussion).
SL.K.1b Continue a conversation
through multiple exchanges.
SL.K.2 Confirm understanding of a text
read aloud or information presented orally
or through other media by asking and
answering questions about key details and
requesting clarification if something is not
understood.
SL.K.3 Ask and answer questions in order
to seek help, get information, or clarify
something that is not understood.
Language for
Interaction
L.48.11 Answer
simple who, what,
where, and why
questions.
L.60.10 Use language
to share ideas and gain
information.
Unified Pre-Kindergarten 153
Strand D: Book Appreciation and Knowledge
Interest and
Engagement
with Books
L.48.12 Select fiction
and nonfiction books
to be read and attend
with interest.
L.60.11 Independently
choose to “read”
books and select a
variety of texts
including fiction and
nonfiction.
RF.K.4 Read emergent-reader texts with
purpose and understanding.
RI.K.10 Actively engage in group reading
activities with purpose and understanding.
RL.K.10 Actively engage in group
reading activities with purpose and
understanding.
Understanding
of Stories or
Information
L.48.13 Demonstrate
comprehension
through retelling with
use of pictures and
props, acting out
main events, or
sharing information
learned from
nonfiction text.
L.60.12 With
prompting and
support, retell familiar
stories, including story
elements (e.g., setting,
characters, events),
and/or share key
details from
informational text.
RI.K.1 With prompting and support, ask
and answer questions about key details in
a text.
RI.K.2 With prompting and support,
identify the main topic and retell key
details of a text.
RL.K.1 With prompting and support, ask
and answer questions about key details in
a text.
RL.K.2 With prompting and support,
retell familiar stories, including key
details.
RL.K.3 With prompting and support,
identify characters, setting, and major
events in a story.
RI.K.3 With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
L.48.13 Ask and
answer simple who,
what, where, and why
questions related to
story or text.
L.60.13 Identify main
components of a story
or text (the major plot
points of a story or the
main topic of an
informational text).
L.48.15 Make
predictions and/or
ask questions about
the text by examining
the title, cover,
pictures.
L.60.14 Use
connections between
self and character,
experience, and
emotions to increase
comprehension.
Strand E: Knowledge of Print and Its Uses
Book Concepts
L.48.16 Look at
pages of a book from
left to right (or
according to
conventions of home
language).
L.60.15 Know how
print is read (left to
right, top to bottom,
front to back, or
according to
conventions of home
language).
RF.K.1 Demonstrate understanding of the
organization and basic features of print.
RF.K.1a Follow words from left to
right, top to bottom, and page by page.
RI.K.4 With prompting and support, ask
and answer questions about unknown
words in a text.
RI.K.5 Identify the front cover, back
cover, and title page of a book.
RI.K.6 Name the author and illustrator of
a text and define the role of each in
presenting the ideas or information in a
text.
RL.K.4 Ask and answer questions about
unknown words in a text.
RL.K.5 Recognize common types of texts
(e.g., storybooks, poems).
RL.K.6 With prompting and support,
name the author and illustrator of a story
and define the role of each in telling the
story.
L.48.17 Recognize
that print represents
spoken words (e.g.,
first name in print,
environmental
labels).
L.60.16 Know that
books have titles,
authors, illustrators or
photographers.
L.60.17 Recognize
words as a unit of
print and that letters
are grouped to form
words.
Unified Pre-Kindergarten 154
RI.K.7 With prompting and support,
describe 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).
RI.K.8 With prompting and support,
identify the reasons an author gives to
support points in a text.
RI.K.9 With prompting and support,
identify basic similarities in and
differences between two texts on the same
topic (e.g., in illustrations, descriptions, or
procedures).
RL.K.7 With prompting and support,
describe the relationship between
illustrations and the story in which they
appear (e.g., what moment in a story an
illustration depicts).
RL.K.9 With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar
stories.
Print Concepts
L.48.16 Identify
some printed words
and/or common
symbols (e.g.,
bathroom signs) in
the context of the
environment.
L.60.18 Identify some
familiar printed words
out of context.
RF.K.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
RF.K.3a Demonstrate basic knowledge
of one-to-one letter-sound
correspondences by producing the
primary sound or many of the most
frequent sounds for each consonant.
RF.K.3b Associate the long and short
sounds with common spellings
(graphemes) for the five major vowels.
RF.K.3c Read common high-frequency
words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
RF.K.3d Distinguish between similarly
spelled words by identifying the sounds
of the letters that differ.
L.60.19 Begin to use
awareness of letter
sounds along with
pictures to read words
in text.
Letter
Recognition
L.48.19 Recognize
some letters,
especially those in
one’s own name.
L.60.20 Recognize
and name known
letters of the alphabet
in familiar and
unfamiliar words.
RF.K.1b Recognize that spoken words
are represented in written language by
specific sequences of letters.
RF.K.1c Understand that words are
separated by spaces in print.
RF.K.1d Recognize and name all upper-
and lowercase letters of the alphabet. L.60.21 Make some
letter-sound
connections.
Unified Pre-Kindergarten 155
Strand F: Phonological Awareness
Phonological
Awareness
L.48.20 Recognize
rhyming words in
songs, chants, or
poems.
L.60.22 Produce
rhyming words or
words that have same
initial sound.
RF.K.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
RF.K.2a Recognize and produce
rhyming words.
RF.K.2b Count, pronounce, blend, and
segment syllables in spoken words.
RF.K.2c Blend and segment onsets and
rimes of single-syllable spoken words.
RF.K.2d Isolate and pronounce the
initial, medial vowel, and final sounds
(phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC)
words. (This does not include CVCs
ending with /l/, /r/, or /x/.)
RF.K.2e Add or substitute
individual sounds (phonemes) in simple,
one-syllable words to make new words.
L.48.21 Identify
when initial sounds in
words are the same.
L.60.23 Recognize
which words in a set
of words begin with
the same sound.
L.48.22 Distinguish
individual words in a
sentence.
L.60.24 Distinguish
syllables in words.
Strand G: Conveying Meaning through Drawing, Letters, and Words
Drawing and
Writing
L.48.23 Draw or
“write” to convey an
idea, event, or story.
“Writing” involves
scribbles, letters,
and/or letter-like
shapes (e.g., make
pretend list or use
their words to dictate
a message to
communicate with
others).
L.60.25 Draw original
stories with a
beginning, middle, and
end.
W.K.1 Use a combination of drawing,
dictating, and writing to compose opinion
pieces in which they tell a reader the topic
or the name of the book they are writing
about and state an opinion or preference
about the topic or book (e.g., “My favorite
book is . . .”).
W.K.2 Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which
they name what they are writing about and
supply some information about the topic.
W.K.3 Use a combination of drawing,
dictating, and writing to narrate a single
event or several loosely linked events, tell
about the events in the order in which they
occurred, and provide a reaction to what
happened.
W.K.5 With guidance and support from
adults, respond to questions and
suggestions from peers and add details to
strengthen writing as needed.
W.K.6 With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
W.K.7 Participate in shared research and
writing projects (e.g., explore a number of
books by a favorite author and express
opinions about them).
W.K.8 With guidance and support from
Unified Pre-Kindergarten 156
adults, recall information from
experiences or gather information from
provided sources to answer a question.
L.48.24 Write in a
manner that is
distinct from
drawing. Combine
scribbles with letter-
like forms.
L.60.26 Use early
developmental
spelling. May use one
letter for the initial or
final sound to
represent whole word.
L.K.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.K.2a Capitalize the first word in a
sentence and the pronoun I.
L.K.2b Recognize and name end
punctuation.
L.K.2c Write a letter or letters for most
consonant and short-vowel sounds
(phonemes).
Unified Pre-Kindergarten 157
APPENDIX B: MATHEMATICS ALIGNMENT, PRE-K to KINDERGARTEN
Mathematics
Early Learning and Development Standards
Connecticut Core Standards in
Mathematics
3 to 4 years 4 to 5 years Kindergarten
Strand A: Understand Counting and Cardinality
Number Names
M.48.1 Say or sign
the number sequence
up to at least 10.
M.60.1 Say or sign the
number sequence up
to at least 20.
CC.K.1 Count to 100 by ones and by tens.
CC.K.2 Count forward beginning from a
given number within the known sequence
(instead of having to begin at 1).
Cardinality
M.48.2 Count up to
at least five objects
using one-to-one
correspondence,
using the number
name of the last
object counted to
represent the total
number of objects in
a set.
M.60.2 Count up to
ten objects using one-
to-one
correspondence,
regardless of
configuration, using
the number name of
the last object counted
to represent the total
number of objects in a
set.
CC.K.4 Understand the relationship
between numbers and quantities; connect
counting to cardinality.
CC.K.4a. When counting objects, say
the number names in the standard order,
pairing each object with one and only
one number name and each number
name with one and only one object.
CC.K.4b Understand that the last
number name said tells the number of
objects counted. The number of objects
is the same regardless of their
arrangement or the order in which they
were counted.
CC.K.4c Understand that each
successive number name refers to a
quantity that is one larger.
M.48.3 Count out a
set of objects up to
four.
M.60.3 Count out a set
of objects up to five.
CC.K.5 Count to answer “how many?”
questions about as many as 20 things
arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a
scattered configuration; given a number
from 1-20, count out that many objects.
Written
Numerals
M.48.4 Recognize
written numerals up
to at least 5.
M.60.4 Recognize
written numerals up to
at least 10.
CC.K.3 Write numbers from 0 to 20.
Represent a number of objects with a
written numeral 0-20 (with 0 representing
a count of no objects).
Recognition of
Quantity
M.48.5 Recognize
and name, without
counting, the number
of objects in small
groups of at least 3 or
4 objects.
M.60.5 Quickly
recognize and name,
without counting, the
number of objects in
collections of up to at
least 5 items.
Introduction.K.1 Students choose,
combine, and apply effective strategies for
answering quantitative questions,
including quickly recognizing the
cardinalities of small sets of objects,
counting and producing sets of given
sizes, counting the number of objects in
combined sets, or counting the number of
objects that remain in a set after some are
taken away.
Unified Pre-Kindergarten 158
Comparison
M.48.6 Compare sets
of 1-5 objects using a
visual matching or
counting strategy and
describing the
comparison as more,
less than, or the
same.
M.60.6 Compare sets
of up to 10 objects
using a visual
matching or counting
strategy and
describing the
comparison as more,
less than, or the same.
CC.K.6 Identify whether the number of
objects in one group is greater than, less
than, or equal to the number of objects if
another group, e.g., by using matching
and counting strategies. Include groups
with up to ten objects.
CC.K.7 Compare two numbers between 1
and 10 presented as written numerals.
Strand B: Understand and Describe Relationships to Solve Problems (Operations and Algebraic
Thinking)
Number
Operations
M.48.7 Understand
that adding to (or
taking away) one or
more objects from a
group will increase or
decrease the objects
in the group.
M.60.7 Use real-world
situations and concrete
objects to model and
solve addition (e.g.,
putting together) and
subtraction (e.g.,
taking away) problems
up through five.
NBT.K.1 Compose and decompose
numbers from 11 to 19 into ten ones and
some further ones, e.g., by using objects
or drawings, and record each composition
or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand
that these numbers are composed of ten
ones and one, two, three, four, five, six,
seven, eight, or nine ones.
OA.K.1 Represent addition and
subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations,
expressions, or equations.
OA. K.2 Solve addition and subtraction
word problems, and add and subtract
within 10, e.g., by using objects or
drawings to represent the problem.
OA.K.3 Decompose numbers less than or
equal to 10 into pairs in more than one
way, e.g., by using objects or drawings,
and record each decomposition by a
drawing or equation (e.g., 5 = 2 + 3 and 5
= 4 + 1).
OA.K.4 For any number from 1 to 9, find
the number that makes 10 when added to
the given number, e.g., by using objects or
drawings, and record the answer with a
drawing or equation.
OA.K.5 Fluently add and subtract within
5.
M.60.8 Recognize and
describe parts
contained in larger
numbers by
composing number
combinations up to at
least five (e.g.,
recognize how many
have been secretly
taken away from a
group of five objects).
Unified Pre-Kindergarten 159
Strand C: Understand the Attributes and Relative Properties of Objects (Measurement and Data)
Measurement
M.48.8 Recognize
measurable attribute
of an object such as
length, weight, or
capacity
M.60.9 Compare the
measurable attributes
of two or more objects
(e.g., length, weight,
and capacity) and
describe the
comparison using
appropriate
vocabulary (e.g.,
longer, shorter, same
length, heavier,
lighter, same weight,
holds more, holds less,
holds the same
amount).
MD.K.1 Describe measurable attributes of
objects, such as length or weight.
Describe several measurable attributes of
a single object.
MD.K.2 Directly compare two objects
with a measurable attribute in common, to
see which object has “more of”/”less of”
the attribute, and describe the difference.
(For example, directly compare the
heights of two children and describe one
child as taller/shorter.)
M.60.10 Begin to use
strategies to determine
measurable attributes
(e.g., length or
capacity of objects).
May use comparison,
standard or non-
standard measurement
tools.
Data
M.48.9 Sort objects
into two groups,
count, and compare
the quantity of the
groups formed (e.g.,
indicate which is
more).
M.60.11 Represent
data using a concrete
object or picture graph
according to one
attribute.
Sorting and
Classifying
M.48.10 Sort and
classify objects by
one attribute into two
or more groups (e.g.,
color, size, shape).
M.60.12 Sort and
classify a set of
objects on the basis of
one attribute
independently and
describe the sorting
rule. Can re-sort and
classify the same set
of objects based on a
different attribute.
MD.K.3 Classify objects into given
categories; count the numbers of objects
in each category and sort the categories by
count. Limit category counts to be less
than or equal to 10.
Unified Pre-Kindergarten 160
Strand D: Understand Shapes and Spatial Relationships (Geometry and Spatial Sense)
Spatial
Relationships
M.48.11 Use
positional vocabulary
(e.g., up/down,
in/out, on/off, under)
to identify and
describe the location
of an object.
M.60.13 Use relational
vocabulary of
proximity (e.g.,
beside, next to,
between, above,
below, over, and
under) to identify and
describe the location
of an object.
G.K.1 Describe objects in the
environment using names of shapes, and
describe the relative positions of these
objects using terms such as above, below,
beside, in front of, behind, and next to.
G.K.2 Correctly name shapes regardless
of their orientations or overall size.
G.K.3 Identify shapes as two-dimensional
(lying in a plane, “flat”) or three-
dimensional (“solid”).
G.K.4 Analyze and compare two- and
three-dimensional shapes, in different
sizes and orientations, using informal
language to describe their similarities,
differences, parts (e.g., number of sides
and vertices/“corners”), and other
attributes (e.g., having sides of equal
length).
Identification
of Shapes
M.48.12 Identify 2-
dimensional shapes
(starting with familiar
shapes such as circle
and triangle) in
different orientations
and sizes.
M.60.14 Identify and
describe a variety of 2-
dimensional and 3-
dimensional shapes
with mathematical
names (e.g.,
ball/sphere,
box/rectangular prism,
can/cylinder)
regardless of
orientation and size.
Composition of
Shapes
M.48.13 Combine
two or more shapes
to create a new shape
or to represent an
object in the
environment.
M.60.15 Complete a
shape puzzle or a new
figure by putting
multiple shapes
together with purpose.
G.K.5 Model shapes in the world by
building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
G.K.6 Compose simple shapes to form
larger shapes. (For example, “Can you
join these two triangles with full sides
touching to make a rectangle?”)
TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting — February 27, 2018 Dr. Cialfi, Mr. O’Keefe
Agenda Item III-E 20 18-2019 BOB Budget Update
The most recent step in the 2018-20 19 BOEBudget process was held in a secondmeeting at the Board of Finance level onFebruary 22, 2018. Updates will bereviewed and discussed.
Recommendation: Review and Discuss
TRUMBULL BOARD OF EDUCATIONTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting. February 27. 2018 Dr. McGrath
Agenda Item IV-A Pending Litigation
There are no major changes this month.
Recommendation: Receive and file.
PENDING LITIGATION
CASE REPRESENTATIVETOWN/BOARD DESCRIPTION CASE TOWN/BOARD1. M.A. vs. M.A., a Trumbull resident, allegedly tripped and fell on sidewalk at Trumbull Pending CIRMA
High School on May 1, 2004. This claim seeks monetary damages against Boardof Education and the Town of Trumbull, Mr. Donald Walsh, MaintenanceSupervisor, Mr. Ralph lassogna, Superintendent, Mr. Paul Kallmeyer, formerDirector of Public Works. (Notice of claim received April 21, 2006).
2. L.M., PPA B.M. L.M., PPA B.M. a Monroe minor, allegedly was injured on November 11, 2006 Pending ITTvs. while playing on the field located behind Middlebrook Elementary School when
he tripped to the ground and fell onto a metal “spike” object protruding out of theground. L.M. received injuries to his right knee. This claim seeks monetarydamages against Board of Education and the Town of Trumbull. (Notice of claimreceived November 13, 2006).
3. M.S., PPA M.S. vs. M.S., PPA M.S. a Trumbull minor, allegedly was injured on September 15, 2005 Pending ITTat Trumbull High School while walking up stairs when she was caused to slip andfall. M.S. received injuries to her right knee, resulting in multiple surgeries andscaring from injuries. This claim seeks monetary damages against Board ofEducation and the Town of Trumbull. (Notice of claim received August 8, 2007).
4. P.F. S. LLC vs. Platinum Funding Services LLC (“Platinum”) claims the Trumbull Board of Pending Town/BoardEducation failed to remit payment for services rendered following notificationthat (Platinum”) assumed, all accounts of PETCO, the original vendor thedistrict entered an agreement with. This claim seeks monetary damages againstTrumbull Board of Education and the Town of Trumbull. (Notice of claimreceived on 8/19/09).
5. K.S., D.S. vs. K.S., a Trumbull minor, allegedly was injured on or about October 28, 2008 at Pending Town/BoardTrumbull High School while playing tennis/baseball, during which she received,what is described as, serious brain injuries. This claim seeks monetary damagesagainst Trumbull Board of Education and the Town of Trumbull. (Notice ofclaim received on October 27, 2010).
6. F.C. vs. F.C., an employee of AAA Motor Club responding to a call on or about October Pending Town/Board29, 2010 at Trumbull High School, entered the walkway of Trumbull HighSchool under construction, and allegedly tripped and fell over a 4” beam coveredby leaves. This claim seeks monetary damages against the Board of Educationand the Town of Trumbull. (Notice of claim received January 25, 201 1).
M.A., parent of a Trumbull High School student, alleges she was injured onSeptember 22, 2011 while leaving Back to School night. This incident occurred at9:10 p.m., at which time M.A. exited Trumbull High School from a side exit(near, A-House classrooms) and fell on the walkway leading to Student parkingLot# 2. M.A. suffered serious and painful injuries, including, to her cervicalspine requiring surgical intervention, injuries to her left shoulder which willlikely require surgery, and other injuries not yet determined; and an inability towork periods of time. It is alleged that these injuries suffered by M.A. will resultin permanent disabilities andlor impairments. This claim seeks monetarydamages against the Board of Education and the Town of Trumbull. (Notice ofclaim received February 10, 2012).
C.M., an employee of First Student, Inc. which provides school bus service toTrumbull Public Schools, alleged that on or about May 1, 2012 R.I. and D.P. senta defamatory message to third persons via email, telephone, in person, and orwritten correspondence, which stated C.M., hit a student with the school buswhile he was driving. Also on or about May 5, 2012 R.I. and D.P. and otheremployees of the BOE sent a similar defamatory message to third persons viaemail, telephone, in person, and or written correspondence, falsely stated thatC.M. hit a student with the school bus while he was driving, also that a policeinvestigation determined C.M. hit a student with the school bus while he wasdriving. The complaint claimed these statements defamed him personally andprofessionally and led to his termination on May 30, 2012. This claim seeksmonetary damages against the Board of Education and the Town of Trumbull.(Notice of claim received August 7,2012).
7.M.A. vs. Pending Town/Board
8. C.M. vs. Pending Town/Board
9. A.Z., PPA A.P. vs. A.Z., a student in preschool for special needs at Trumbull Early Childhood Pending Town/BoardEducation Center, allegedly was injured on April 24, 2012 at approximately12:15 p.m. At the time of the incident A.Z. was in her seat and her teacher, J.P.,grasped her by the shoulders and reseated her. It is claimed that J.P. then liftedher chair, roughly pushed it clGser to the table, and grabbed the child’s hair,pushing her head down on the table top. As a result, A.Z. has sustained physicaland emotional injury including a mark behind her right ear and a black and bluewhich required medical attention. (Notice of claim received on August 22,2012).
10. B.W. vs. B.W., a student at Trumbull High, allegedly fell on or about March 9, 2013 due to Pending Town/Boardicy conditions on the front walk near entry door#2. This claim seeks monetarydamages against damages against the Board of Education and the Town ofTrumbull. (Notice of claim received on May 23, 2013).
11. A.H., PPA J.H., A.H., PPA J.H., M.H., a Trumbull minor, allegedly was injured on May 27, 2015, Pending TownlBoardM.H. when she tripped and fell in the parking lot at Hillcrest Middle School. A.H.
received injuries to face, head, hip, hands and received a concussion. This claimseeks monetary damages against the Board of Education and the Town ofTrumbull. (Notice of claim received August 19, 2015).
12. Z.C., PPA B.C., Z.C., PPA B.C., P.C., a Naugatuck minor, allegedly was injured on May 7, 2015 Pending Town/BoardP.C. in the weight room at Trumbull High School. The incident occurred when
students were removing weights from a bench press and did not secure the bar.The bar snapped and hit Z.C. in the back of the head causing post-concussiondisorders. This claim seeks monetary damages against the Trumbull Board ofEducation and Town of Trumbull. (Notice of claim received August 20, 2015).
TRUMBULL BOARD OF EDUCATIONTRUMBULL, CONNECTICUT
Report to the Board of EducationRegular Meeting, February 27,2018 Dr. McGrath
Agenda Item IV-B Status of Negotiations
Please see reverse side for status ofnegotiations with the eight bargaining units.
Recommendation: Receive and file.
STATUS OF NEGOTIATIONS
Member of BoardsUnft Negotiating Team Status of Negotiations
TEA Attorney Floyd Dugas The TEA Agreement covers theTeachers Dr. Michael McGrath period from July 1, 2017 to June 30, 2020.
Jeffrey DonofrioMichael Ward
TM Attorney Floyd Dugas The TM Agreement covers the(Administrators) Jeffrey Donofrio period from July 1, 2018 to
Michael Ward June 30, 2021.
Secretaries BoardCILU/CIPU Attorney Floyd Dugas The Secretaries Agreement covers the
Sean OKeefe period from July 1,2016 to June 30, 2020.
Custodial/Maintenance Board The Custodial/Maintenance AgreementAttorney Floyd Dugas covers the period from July 1,2014 toSean OKeefe June 30, 2017. Negotiations have begun.
Paraprofessionals Board The Paraprofessional Agreement(UE), LOCAL #222, Attorney Floyd Dugas covers the period from July 1, 2015CILU #78 Sean O’Keefe to June 30, 2018.
Cafeteria Workers Board The Cafeteria workers AgreementAttorney Floyd Dugas covers the period from July 1, 2014Lunch Manager to June 30, 2017. Negotiations haveSean OKeefe begun.
CILU Supervisor/ Board The CILU Supervisors AgreementSupport Staff Attorney Floyd Dugas covers the period from July 1,2016
Sean O’Keefe to June 30, 2020.
The CILU Support Agreementcovers the period from July 1,2016to June 30, 2020.
2/21/2018 10:57 AM