carolina curriculum kansas alignment.pdf
Alignment of
KANSAS’S
Early Learning Standards
with
The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition
and
The Carolina Curriculum for Preschoolers with Special Needs, Second Edition
1-800-638-3775
www.brookespublishing.com
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
Early Skills
Domain The Carolina Curriculum Sequence, Item
Approaches to Learning (ATL)
| Persistence and Engagement in Learning |
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| Engagement and Attention |
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| Young Infant |
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| ATL.i.1: Demonstrates awareness of happenings and surroundings. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsa.Smiles to auditory and tactile stimulation |
| ATL.i.2: Controls caregiver's attention by babbling, looking at face, smiling or at times looking away to disengage. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsc.Smiles at familiar persone.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagek.Laughs or smiles at adults who are engaging in unexpected behaviorss.Responds appropriately to social contact made by familiar adults |
| ATL.i.3: Shows interest in other children. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsi.Shows an interest in other children-tries to attract their attention through eye gaze,smiles,and vocalizations |
| Mobile Infant |
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| ATL.mi.1:Focuses on an activity,but is easily distracted. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilitye.Enttains self with toys for short periods of time |
| ATL.mi.1:Focuses on an activity,but is easily distracted. |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatiala.Visually fixates for at least 3 secondsb.Visually tracks object horizontally(from side to side)c.Visually tracks object vertically(from head to stomach)d.Visually tracks object in a circlee.Gaze lingers where object or person disappears |
| ATL.mi.2:Actively participates in social gameswith adults,anticipating own turn(e.g.,peekaboo). |
Infants&Toddlers |
Personal-Social |
2. InterpersonalSkillsg.Participates in simple games |
| ATL.mi.1:Focuses on an activity,but is easily distracted. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilitye.Enttains self with toys for short periods of time |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
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Cognition |
The Carolina Curriculum Sequence, Item |
| Toddler |
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| ATL.t.1.Begins to maintain focus, despite distractions, during brief delays in task. |
Infants& Toddlers |
Personal-Social |
1.Self-Regulation&Responsibilitye.Entertains self with toys for short periods of time |
| ATL.t.1.Begins to maintain focus, despite distractions, during brief delays in task. |
Infants& Toddlers |
Cognition |
5.Attention&Memory:Visual/Spatiala.Visually fixates for at least 3 secondsb.Visually tracks object horizontally(from side to side)c.Visually tracks object vertically(from head to stomach)d.Visually tracks object in a circlee.Gaze lingers where object or person disappears |
| ATL.t.2.Plays side-by-side with another child,at times observing,imitating or engaging child in play. |
Infants& Toddlers |
Personal-Social |
2.Interpersonal Skillso.Plays alongside other children(some exchange of toys) |
| ATL.t.3.Continues to play when a caregiver leaves the area. |
Infants& Toddlers |
Personal-Social |
1.Self-Regulation&Responsibilityi.Plays alone with toys for 15 minutes |
| Pre3 |
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| ATL.p3.1.Sustains attention to task,especiallywhen adults offer suggestions,comments andquestions as a means of support. |
Preschoolers |
Personal-Social |
2.Interpersonal Skillsa.Negotiates with peers about toys(may trade)b.Shows awareness of social standards(e.g.,want clothes changed when dirty,brings broken toys to be fixed) |
| ATL.p3.2.Ignores distractions briefly whenengrossed in an activity. |
Preschoolers |
Personal-Social |
1.Self-Regulation&Responsibilityb.Plays comfortably in a small group of children |
| ATL.p3.3.Remembers and follows one or twostep directions. |
Preschoolers |
Personal-Social |
1.Self-Regulation&Responsibilitye.Follows rules given by adults for new activities orsimple games2.Interpersonal Skillsa.Negotiates with peers about toys(may trade)b.Shows awareness of social standards(e.g.,wants |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item clothes changed when dirty, brings broken toys to be fixed) f. Requests permission |
| Pre4 |
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| ATL.p4.1: Sustains attention to task despite distractions. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of children |
| ATL.p4.2: Gathers information through listening. Remembers what was said in brief group discussion. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityj. Responds appropriately to instructions given in a small group |
| ATL.p4.2: Gathers information through listening. Remembers what was said in brief group discussion. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialg. Remembers incidental informationk. Describes from memory visual characteristics of familiar objects |
| Kindergarten |
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| No specific standards. |
N/A |
N/A |
N/A |
| Persistence |
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| Young Infant |
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| ATL.i.4: Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) |
| ATL.i.4: Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningc. Repeats activities that produce interesting results |
| ATL.mi.3: Repeats actions intentionally to achieve a goal (e.g., drops food on the floor so adult will engage in the‘pick it up’ game). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) |
| ATL.mi.3: Repeats actions intentionally to achieve a goal (e.g., drops food on the floor so adult will engage in the‘pick it up’ game). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningc. Repeats activities that produce interesting resultse. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from others |
| ATL.mi.4: Executes simple 2-step plan (i.e., means-to-end task). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from othersk. Plays with a variety of toys to produce effects |
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Toddler |
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| ATL.t.4: Engages in self-initiated activities for a sustained period of time. |
Infants& Toddlers |
Personal-Social |
2. Interpersonal Skillsj. Initiates playing games |
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| ATL.t.5: Returns to an activity after being distracted. |
Infants& Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilitye. Entertains self with toys for short periods of time2. Interpersonal Skillsj. Initiates playing games |
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| Pre3 |
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| ATL.p.3.4: Practices an activity many times until successful. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
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| Pre4 |
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| ATL.p.4.3: Stays with a task for at least five minutes. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
|
| ATL.p.4.4: Carries out tasks, activities, projects or experiences from beginning to end. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
|
| ATL.p.4.5: Remains focused on the task at hand even when frustrated or challenged. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed)p. Negotiates conflicts verbally |
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| Kindergarten |
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| No specific standards. |
N/A |
N/A |
N/A |
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| Initiative |
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| Curiosity and Initiative |
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| Young Infant |
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| ATL.i.5: Shows preferences for certain toys or activities. |
Infants& Toddlers |
Communication |
14. Conversation Skillsb. Provides consistent signals for states of hunger, distress, and pleasurec. Protests by vocalizing disapproval of actions and/or events |
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| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
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Personal-Social |
3. Self-Conceptc. Makes choices |
| ATL.i.6: Lifts arms toward caregiver to be picked up; explores own fingers and toes. |
Infants & Toddlers |
Communication |
14. Conversation Skillsp. Raises arms to be picked up |
| Mobile Infant |
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| ATL.mi.5: Explores the environment through a variety of senses. |
Infants & Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityk. Explores |
| ATL.mi.6: Chooses toys/things for play. |
Infants & Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityh. Gets toys to play with from a box or shelf of toys3. Self-Conceptc. Makes choices |
| Toddler |
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| ATL.t.6: Explores materials in the environment to cause a result (e.g., takes things apart, turns faucet on and off, pours water in sand box to fill a hole). |
Infants & Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityk. Explores |
| ATL.t.6: Explores materials in the environment to cause a result (e.g., takes things apart, turns faucet on and off, pours water in sand box to fill a hole). |
Infants & Toddlers |
Cognition |
8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effect |
| ATL.t.7: Expresses preferences for familiar people, books, toys and activities; often insists on some choices. |
Infants & Toddlers |
Communication |
14. Conversation Skillss. Uses words or signs to express wants |
| ATL.t.7: Expresses preferences for familiar people, books, toys and activities; often insists on some choices. |
Infants & Toddlers |
Personal-Social |
3. Self-Conceptc. Makes choices |
| ATL.t.8: Asks questions about items/objects. |
Infants & Toddlers |
Communication |
14. Conversation Skillsee. Asks simple questions with a vocalization or gesture ff. Asks yes/no questions with appropriate inflection |
| Pre 3 |
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| ATL.p3.5: Investigates environment with purpose during play (e.g., opens, closes, fills, empties, builds up and knocks down objects and containers). |
Preschoolers |
Cognition |
7. Symbolic Playf. Uses materials to construct other objects8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work |
| ATL.p3.6: Initiates play with other children. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsaa. Asserts self in socially acceptable ways |
| ATL.p3.7: Explores, practices, understands |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| social roles through play. |
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b. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
| social roles through play. |
|
Cognition |
7. Symbolic Playb. Assumes different roles in fantasy playj. Cooperates with others in pretend play (discusses roles)l. Engages in complex adult role playing8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work |
| Pre 4 |
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| ATL.p4.6: Seeks new and varied experiences and challenges through play. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Plans/creates games that have rules with peers |
| ATL.p4.7: Chooses activities to do alone or with others. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of children2. Interpersonal Skillsw. Plays cooperatively with peers for extended periods without requiring adult intervention |
| ATL.p4.8: Invites other children to join groups or activities. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillscc. Demonstrates an interest in people outside of the family and immediate circle of friends |
| ATL.p4.9: Makes and follows plans for games or activities with other children. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsbb. Plans/creates games that have rules with peers |
| Kindergarten |
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| No specific standards. |
N/A |
N/A |
N/A |
| Sense of Competence |
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| Young Infant |
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| ATL.i.7: Repeats an action to get more effect(e.g., kicking in crib to shake mobile or smiling and cooing to get attention). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) |
| ATL.i.7: Repeats an action to get more effect(e.g., kicking in crib to shake mobile or smiling and cooing to get attention). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effect |
| ATL.i.8: Comforts self by cooing, babbling, clutching or mouthing favorite object(e.g., blanket or toy). |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityd. Comforts self |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Mobile Infant |
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ATL.mi.7: Shows a sense of satisfaction when making things happen(e.g.,claps with delight after touching a toy to make the music play). |
Infants&Toddlers |
Personal-Social |
3. Self-Conceptn.Shows pride in achievements |
|
ATL.mi.8: Points or protests to indicate likes and dislikes. |
Infants&Toddlers |
Communication |
14.Conversation Skillsb.Provides consistent signals for states of hunger, distress,and pleasurec.Protests by vocalizing disapproval of actions and/or events |
|
ATL.mi.9:Expresses and responds to a variety of emotions. |
Infants&Toddlers |
Personal-Social |
3.Self-Conceptf.F expresses feelings of interest,pleasure,surprise, excitement,warning,and complaint(four or more) |
| Toddler |
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ATL.t.9:Refers to own abilities when communicating with others(e.g.,“I will do it!”or“Watch me!”)。 |
Infants&Toddlers |
Personal-Social |
3.Self-Concepto.Makes positive statements about self |
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ATL.t.10:May show assertiveness(e.g.,giving orders to others)。 |
Infants&Toddlers |
Personal-Social |
3.Self-Concepte.Says“no”or otherwise indicates refusal |
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ATL.11:Feels comfortable in a variety of places with familiar adults。 |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsf.Responds differently to family members and strangerss.Responds appropriately to social contact made by familiar adults |
| Pre3 |
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ATL.p3.8:Recognizes own abilities and expresses satisfaction when demonstrating them to others。 |
Preschoolers |
Personal-Social |
3.Self Concepta.Shows pride in achievementsb.Makes positive statements about selfn.Identifies own strengths and abilities |
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ATL.p3.9:Knows self as part of family,culture,spiritual group or community。 |
Preschoolers |
Personal-Social |
3.Self Conceptb.Makes positive statements about self |
|
ATL.p3.10:Begins to be able to release and or redirect emotional tensions,becoming more relaxed and cooperative afterwards。 |
Preschoolers |
Personal-Social |
2.InterpersonalSkillsaa.Asserts self in socially acceptable ways |
| Pre4 |
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ATL.p4.10:Shows pride in family composition;recognizes self as important to family and friends。 |
Preschoolers |
Personal-Social |
3.Self Conceptb.Makes positive statements about self |
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Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| ATL.p4.11: Recognizes and respects similarities and differences between self and others(e.g.,gender,race,special needs,cultures,languages,family structures). |
Preschoolers |
Personal-Social |
2.InterpersonalSkillsr.Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend playaa.Asserts self in socially acceptable ways |
| ATL.p4.12: Associates emotions with words and facial expressions. |
Preschoolers |
Personal-Social |
2.InterpersonalSkillsi.Responds appropriately to social contact made by familiar adultsm.Labels feelings of peers and responds to themr.Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend playt.Shows awareness of other people's feelings |
| Kindergarten |
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| No specific standards. |
N/A |
N/A |
N/A |
| Creativity |
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| Problem Solving |
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| Young Infant |
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| ATL.i.9: Begins to exhibit response inhibition(e.g.,waits briefly if instructed not to touch something). |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsn.Tries to please others |
| ATL.i.10: Looks for caregiver response in new or uncertain situation. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsf.Responds differently to family members and strangers |
| Mobile Infant |
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| ATL.mi.10: Seeks out trusted adult for comfort or support and/or accepts adult assistance. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsf.Responds differently to family members and strangers |
| ATL.mi.11: Tries to do things on own. |
Infants&Toddlers |
Personal-Social |
3.Self-Conceptc.Makes choicese.Says"no"or otherwise indicates refusal s.Is selective about what tasks he or she will and will not try(recognizes limitations) |
| Toddler |
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| ATL.t.12: Seeks alternate method when first |
Infants& |
Cognition |
8.Problem Solving/Reasoning |
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| attempt fails and/or seeks adult assistance. |
Toddlers |
|
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c. Repeats activities that produce interesting resultse. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from othersj. Overcomes obstacles to get toys |
| attempt fails and/or seeks adult assistance. |
Toddlers |
Communication |
14. Conversation Skillsgg. Requests assistance |
|
| ATL.t.13: Observes and imitates how other people solve problems (e.g., blows on warm cereal after seeing someone blow on cereal). |
Infants& Toddlers |
Fine Motor |
17. Imitation: Motorc. Imitates an activity in repertoire after observing caregiver doing that activity |
|
| ATL.t.14: Sometimes remembers and follows simple rules and routines, with adult guidance; stops doing something when directed by an adult. |
Infants& Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityo. Knows what toys can and cannot do and uses them appropriately |
|
| Pre3 |
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| ATL.p3.11: Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events |
|
| ATL.p3.11: Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsc. Works collaboratively toward a goal with peersp. Negotiates conflicts verbally |
|
| ATL.p3.12: Recognizes making a mistake and sometimes is able to correct it. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events |
|
| ATL.p3.12: Recognizes making a mistake and sometimes is able to correct it. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsp. Negotiates conflicts verbally |
|
| ATL.p3.13: Remembers and applies two rules |
Preschoolers |
Communication |
13. Verbal Comprehension |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| simultaneously (e.g., books go here, trucks there). |
|
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a. Appropriately reacts to tone of voice and/or some facial expressions |
| Pre 4 |
|
|
|
| ATL.p4.13: Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events |
| ATL.p4.13: Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsp. Negotiates conflicts verballyv. Recognizes another's need for help and gives assistance |
| ATL.p4.14: Can delay gratification for better payoff later; anticipates consequences of own behavior. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoninga. Experiments with cause and effect when playing |
| ATL.p4.15: Understands what is real and what is 'make-believe'>. |
Preschoolers |
Cognition |
7. Symbolic Playb. Assumes different roles in fantasy playc. Represents more complex events in play |
| Kindergarten |
|
|
|
| No specific standards. |
N/A |
N/A |
N/A |
| Creativity and Flexibility |
|
|
|
| Young Infant |
|
|
|
| ATL.i.11: Shows interest in looking at, feeling or exploring new objects. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilityk. Explores |
| Mobile Infant |
|
|
|
| ATL.mi.12: Makes discoveries about self, others and the environment through play(e.g., loudly bangs a spoon on the table, notices the sound and does it again). |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilityk. Explores |
| ATL.mi.13: May apply something already learned to something new(e.g., bangs spoon on table, then bangs spoon on overturned bowl). |
Infants&Toddlers |
Cognition |
7. Functional Use of Objects&Symbolic Playk. Experiments with unfamiliar objects to determine their functions8. Problem Solving/Reasoningj. Overcomes obstacles to get toysk. Plays with a variety of toys to produce effects |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| ATL.mi.14: May test caregiver's response to new or uncertain situation (e.g., reaching for forbidden object and then checking adult response). |
Infants&Toddlers |
|
z. Independently explores objects to determine their functions and/or shows other people how they work |
| ATL.mi.14: May test caregiver's response to new or uncertain situation (e.g., reaching for forbidden object and then checking adult response). |
Infants&Toddlers |
Fine Motor |
1. Attempts to solve problems (including activating toys) by imitating adult actions |
| Toddler |
|
|
2. Interpersonal Skills |
| x. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
|
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| bb. Requests permission |
|
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| ATL.t.15: Imitates others in using objects in new and/or unanticipated ways during play (e.g., imitates child who puts basket on head as a hat). |
Infants&Toddlers |
Fine Motor |
17. Imitation: Motor |
| c. Imitates an activity in repertoire after observing caregiver doing that activity |
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| d. Imitates unfamiliar movements |
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| g. Imitates actions related to the function of objects |
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| i. Imitates activities involving a combination of objects or two actions with one object |
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| j. Imitates activities involving a combination of objects several hours after observing actions |
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| k. Incorporates sequence of imitated adult activities into solitary play |
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| ATL.t.16: May change behavior based on previous learning. |
Infants&Toddlers |
Cognition |
7. Functional Use of Objects & Symbolic Play |
| n. Pretends that objects are something other than what they are (e.g., blocks are food) |
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| 8. Problem Solving/Reasoning |
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| z. Independently explores objects to determine their functions and/or shows other people how they work |
|
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| Pre3 |
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| ATL.p3.14: Creates own ideas for play, using imagination and inventing new ways to use everyday materials. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| bb. Plans/creates games that have rules with peers |
|
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| ATL.p3.15: Identifies questions and situations that are puzzling or interesting and has ideas for possible solutions. |
Preschoolers |
Personal-Social |
3. Self Concept |
| m. Seeks activities that challenge skills |
|
|
|
| ATL.p3.16: Identifies ways to change behavior |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| to respond to desires and needs of others. |
|
|
|
m. Labels feelings of peers and responds to themp. Negotiates conflicts verballyr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend plays. Asks permission to use other people's belongingst. Shows awareness of other people's feelingsu. Uses terms such as "thank you," "please," and "you're welcome" appropriatelyw. Plays cooperatively with peers for extended periods without requiring adult interventionx. Plays familiar games with peers and follows the rules without adult interventionaa. Asserts self in socially acceptable wayscc. Demonstrates an interest in people outside of the family and immediate circle of friends |
| Pre4 |
|
|
|
|
| ATL.p4.16: Invents new activities through play |
Preschoolers |
Cognition |
7. Symbolic Playc. Represents more complex events in play |
|
| ATL.p4.17: Begins to enjoy games where must adjust response to changing rules (e.g., Simon Says); adjusts behavior to different activities/settings. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsbb. Plans/creates games that have rules with peers |
|
| ATL.p4.18: Begins to hold an arbitrary rule in mind and follows it to produce a response that differs from natural instinct (e.g., sort animal cards by color rather than by animals). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsbb. Plans/creates games that have rules with peers3. Self Conceptf. Is selective about what tasks he or she will and will not try (recognizes limitations) |
|
| Kindergarten |
|
|
|
|
| No specific standards. |
N/A |
N/A |
N/A |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Large Motor Skills |
|
|
|
| Young Infant |
|
|
|
| PHD.i.1: Crawls through and around objects |
Infants&Toddlers |
Gross Motor |
22.I. Upright:Posture&Locomotionc.Moves to sitting position from stomach or all-fours position23. Prone(on Stomach)m.Moves forward(creeps)while on hands and knees |
| PHD.i.2:Demonstrates strength and control of head, arms, legs and trunk using purposeful movements(e.g.,rolls from stomach to back, holds head and torso up on two hands, rocks back and forward while on hands and knees,sits steadily unsupported). |
Infants&Toddlers |
Gross Motor |
22.I. Upright:Posture&Locomotiona.Holds head steady when heldb.Holds trunk steady when held at hipsc.Moves to sitting position from stomach or all-fours positiond.Sits alone |
| PHD.i.3:Reaches for objects. |
Infants&Toddlers |
Fine Motor |
18.Grasp&Manipulationj.Reaches out for toys and picks them up when toys are in visual field |
| Mobile Infant |
|
|
|
| PHD.mi.1:Creeps up/down stairs. |
Infants&Toddlers |
Gross Motor |
23.Prone(on Stomach)o.Creeps up stairsp.Creeps down stairs,backwards |
| PHD.mi.2:Takes independent steps. |
Infants&Toddlers |
Gross Motor |
22.I. Upright:Posture&Locomotioni.Takes independent steps |
| PHD.mi.3:Throws ball and other objects independently. |
Infants&Toddlers |
Gross Motor |
22.Ill.Upright:Ball Playe.Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet away |
| Toddler |
|
|
|
| PHD.t.1:Maintains balance when performing actions(e.g.,squats and stands back up,bends over,picks up objects and stacks back up). |
Infants&Toddlers |
Gross Motor |
22.I. Upright:Posture&Locomotionk.Squats down to retrieve objectp.Maintains a squatting position in play |
| PHD.t.2:Catches a ball with both hands. |
Infants&Toddlers |
Gross Motor |
22.Ill.Upright:Ball Playh.Catches 8-inch ball with arms in front of body from an adult who is 5 feet away |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| PHD.t.3: Begins to run. |
Infants& Toddlers |
Gross Motor |
22-1. Upright: Posture & Locomotiony. Runs at least 10 feet without falling |
| Pre3 |
|
|
|
| PHD.p3.1: Uses locomotor skills with increasing coordination and balance (e.g., runs with a stride, jumps, kicks a ball, uses alternating feet when climbing stairs). |
Preschoolers |
Gross Motor |
22-1. Upright: Posture & Locomotionn. Broad jumps 4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linev. Jumps down from 18-inch to 24-inch height (feet together on takeoff and landing)y. Hops two to three times on preferred footz. Jumps down from 24-inch to 30-inch height (feet together on takeoff and landing)22-III. Upright: Ball Playd. Kicks ball 4-6 feet |
| Pre4 |
|
|
|
| PHD.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play (e.g., hops, jumps, runs with control and direction, climbs ladders and pumps swing on outdoor play equipment). |
Preschoolers |
Gross Motor |
22-1. Upright: Posture & Locomotiona. Walks backward 10 feetb. Walks on all types of surfaces without fallingc. Uses heel-toe pattern (arms free to carry objects)d. Takes three to four steps on tiptoese. Runs at least 10 feet without fallingf. Jumps down from 8-inch height (one foot leading)g. Walks up three stairs, alternate pattern, with railh. Walks at least 20 feet on tiptoesi. Avoids obstacles when runningj. Walks up three stairs, alternate pattern, without railk. Walks down three stairs, same-step foot placement, without raill. Jumps over 2-inch hurdlem. Jumps down from 16-inch to 18-inch height (one foot leading)n. Broad jumps 4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linep. Gallops five cyclesq. Runs with some periods of flight (both feet off of the ground)r. Hops once in place |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
s. Walks up 10 stairs, same-step pattern, without rail t. Walks down 10 stairs, same-step pattern, without ra u. Jumps over 8-inch hurdle v. Jumps down from 18-inch to 24-inch height (feet together on takeoff and landing) w. Broad jumps 14 inches to 24 inches x. Skips five cycles, pausing between skips y. Hops two to three times on preferred foot z. Jumps down from 24-inch to 30-inch height (feet together on takeoff and landing) aa. Walks down three stairs, alternate pattern, with ra bb. Jumps over several 8-inch obstacles in succession cc. Broad jumps 24 inches to 36 inches dd. Walks down 10 stairs, alternate pattern, with rail ee. Hops five times on preferred foot, three times on nonpreferred foot ff. Skips 5-10 cycles, coordinated step-hop gg. Runs at least 50 feet in 10 seconds hh. Jumps 3 inches beyond arms' reach ii. Jumps down from 32-inch height (may land on one foot) jj. Broad jumps at least 36 inches kk. Skips at least 15 cycles with rhythmic weight transfer (landing on toes) ll. Runs, changing direction 180 degrees within four to eight steps mm. Hops forward 16 inches on preferred foot, 12 inches on nonpreferred foot nn. Walks down 10 stairs, alternate pattern, without r oo. Jumps on floor, completing 180-degree turn in one jump |
| PHD.p4.2: Demonstrates coordination in using objects during active play (e.g., riding a trike, catching a ball, throwing, balancing, pushing). |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Playb. Climbs on low jungle gym bars and will drop several inches to the groundc. Climbs vertical ladderse. Pedals tricycle at least 10 feet |
| PHD.p4.3: Explores, practices and performs skill sets (e.g., throwing, pushing, pulling, catching, balancing). |
Preschoolers |
Gross Motor |
22-II. Upright: Balance |
| a. Stands sideways with both feet on balance beam with stable posture |
|
|
|
| b. Walks 5 feet on balance beam with one foot on the balance beam and the other on the floor |
|
|
|
| c. Walks along 10-foot line, following the general direction of the line |
|
|
|
| d. Stands with stable posture on one leg with hands on hips and opposite knee bent(1-2 seconds) |
|
|
|
| e. Walks three steps on balance beam and maintains balance |
|
|
|
| f. Walks along 10-foot line, keeping feet on the line and maintaining balance |
|
|
|
| g. Balances with stable posture on preferred leg with hands on hips and opposite knee bent(5 seconds) |
|
|
|
| h. Stands on tiptoes with hands overhead for 2 seconds, maintaining stable posture |
|
|
|
| i. Stands on either leg, maintaining stable posture with hands on hips and opposite knee bent(8 seconds) |
|
|
|
| j. Takes three to five steps on balance beam, maintaining balance |
|
|
|
| k. Stands on tiptoes with hands overhead for 8 seconds, maintaining stable posture |
|
|
|
| l. Does one somersault, keeping body moving forward |
|
|
|
| m. Walks full length of balance beam, maintaining balance |
|
|
|
| n. Stands on either leg, maintaining stable posture with hands on hips and opposite knee bent(10 seconds) |
|
|
|
| o. Does two somersaults in a row, maintaining forward progression |
|
|
|
| p. Walks full length of balance beam with hands on hips, |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item maintaining balance |
|
|
|
22-III. Upright: Ball Playa. Throws 3-inch ball to an adult who is 7 feet awayb. Throws 3-inch ball to an adult who is 9 feet awayc. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayd. Kicks ball 4-6 feete. Throws 8-inch ball to an adult who is 9 feet awayf. Catches 8-inch ball with elbows bent from an adult who is 5 feet awayg. Throws 3-inch ball overhand to an adult who is 10 feet awayh. Catches 3-inch ball with elbows bent from an adult who is 5 feet awayi. Kicks ball 12-15 feetj. Throws 8-inch ball overhand to an adult who is 10 feet awayk. Catches 8-inch ball with elbows bent an arms at sides from an adult who is 6 feet awayl. Catches 3-inch ball with elbows bent and arms at sides from an adult who is 7 feet away |
| Kindergarten |
|
|
|
| PHD.K.1: Demonstrates the ability to move using a variety of locomotor skills. |
N/A |
N/A |
N/A |
| PHD.K.2: Demonstrates clear contrasts between slow and fast movements traveling in different directions (e.g., sideways, backward) and in personal and general space. |
N/A |
N/A |
N/A |
| PHD.K.3: Maintains momentary balance in a variety of positions and levels. |
Preschoolers |
Gross Motor |
22-II. Upright: Balancea. Stands sideways with both feet on balance beam with stable postured. Stands with stable posture on one leg with hands on hips and opposite knee bent(1-2 seconds)g. Balances with stable posture on preferred leg with hands on hips and opposite knee bent(5 seconds)i. Stands on either leg, maintaining stable posture with |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
|
|
The Carolina Curriculum Sequence, Item |
|
|
|
hands on hips and opposite knee bent(8 seconds) |
| k. Stands on tiptoes with hands overhead for 8 seconds, |
|
|
|
| maintaining stable posture |
|
|
|
| n. Stands on either leg, maintaining stable posture with |
|
|
|
| hands on hips and opposite knee bent(10 seconds) |
|
|
|
| PHD.K.4: Projects objects through space using various means(e.g.,rolling,sliding,throwing). |
Preschoolers |
Gross Motor |
22-III.Upright:Ball Play |
| a. Throws3-inch ball to an adult who is7 feet away |
|
|
|
| c.Catches8-inch ball with arms in front of body from an adult who is5 feet away |
|
|
|
| PHD.K.5: Catches a self-tossed ball after it bounces. |
Preschoolers |
Gross Motor |
22-III.Upright:Ball Play |
| c.Catches8-inch ball with arms in front of body from an adult who is5 feet away |
|
|
|
| f.Catches8-inch ball with elbows bent from an adult who is5 feet away |
|
|
|
| h.Catches3-inch ball with elbows bent from an adult who is5 feet away |
|
|
|
| k.Catches8-inch ball with elbows bent an arms at sides from an adult who is6 feet away |
|
|
|
| l.Catches3-inch ball with elbows bent and arms at sides from an adult who is7 feet away |
|
|
|
| PHD.K.6:Strikes a balloon repeatedly with different body parts. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoning |
| a.Experiments with cause and effect while playing. |
|
|
|
| PHD.K.7:Performs a simple rhythmic pattern. |
Preschoolers |
Fine Motor |
17.Imitation:Motor |
| a.Imitates postures or actions that do not involve props |
|
|
|
| b.Imitates sequence of two unrelated motor acts |
|
|
|
| c.Repeats sequence of three unrelated motor activities after being led through these activities,one by one |
|
|
|
| d.Imitates simple finger plays(both hands doing similar actions) |
|
|
|
| e.Imitates finger plays(each hand doing different actions) |
|
|
|
| f.Imitates complex motor activities in songs and games |
|
|
|
| Fine Motor Skills |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
20. Tool Useh. Transfers material with spoon |
| PHD.i.5: Grasps and releases object using entire hand. |
Infants& Toddlers |
Fine Motor |
18. Grasp& Manipulationf. Grasps object that is placed in hand(i.e., not reflexive grasp)g. Reaches out and grasps objects near bodyh. Displays extended reach and graspl. Releases one object to take anotherm. Grasps an object, using thumb against index and middle fingersr. Releases objects into containert. Grasps two small objects with one hand |
| Mobile Infant |
|
|
|
| PHD.mi.4: Coordinates the use of arms, hands and fingers to accomplish tasks(e.g., drinks from bottle, cup by self, holds a spoon). |
Infants& Toddlers |
Fine Motor |
18. Grasp& Manipulationa. Actively moves arm after seeing or hearing an objecte. Bats at object at chest leveli. Rakes and scoops small objects(i.e., fingers against palm)j. Reaches out for toys and picks them up when toys are in visual fieldk. Manipulates objects with hands and fingersn. Uses inferior pincer grasp(i.e., thumb against side of index finger)o. Uses index finger to pokep. Uses neat pincer grasp(i.e., thumb against tip of index finger)q. Removes objects from holders(e.g., rings from post, pegs from holes)s. Imitates building two-block towert. Grasps two small objects with one handu. Places round pegs in holesv. Imitates building three-to four-block tower |
| PHD.mi.5: Coordinates eye-hand movements(e.g., putting things in a box). |
Infants& Toddlers |
Fine Motor |
19. Bilateral Skillsj. Plays with toys at midline(one hand holds the toy and the other manipulates it) |
| Toddler |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| PHD.t.4: Coordinates the use of arms, hands and fingers to accomplish more complex tasks(e.g., uses a spoon to scoop up food and bring it to mouth, uses scissors to snip small cuts on a piece of paper). |
Infants&Toddlers |
Fine Motor |
19.BilateralSkillsk.Pulls apart pop beadsn.Unwraps edible item or other small objecto.Unscrews small lidsp.Puts loose pop beads togetherq.Strings three large beadr.Demonstrates hand preference (typically in eating)s.Unbuttons large buttonst.Strings small beadsu.Screws on lids |
| Pre3 |
|
|
|
| PHD.p3.2: Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities(e.g., uses fork and spoon to eat, manages large buttons, uses scissors to cut out simple shapes). |
Preschoolers |
Personal-Social |
4-I.Self-Help: Eatingi.I. Independently fixes sandwich4-II.Self-Help:Dressingh.Dresses and undresses with little assistance4-III.Self-Help:Groomingf.Brushes teeth independently4-IV.Self-Help:Toiletingg.Tears toilet tissue and flushes toilet after use |
| PHD.p3.2: Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities(e.g., uses fork and spoon to eat, manages large buttons, uses scissors to cut out simple shapes). |
Preschoolers |
Fine Motor |
18.Grasp&Manipulationh.Places 10 pellets in a bottle in 30 secondsi.Holds one small object in palm of hand and then moves it forward to pincer grasp without assistance from other handj.Places paper clips on paper19.BilateralSkillsg.Ties single knoth.Laces two holes in shoesi.Does simple sewingj.Holds deck of cards and sorts20.Tool Usej.Uses fork and knife to cut soft materials21.Visual-MotorSkillsq.Cuts out pictures following general shape |
| Pre4 |
|
|
|
| PHD.p4.4:With fluency and accuracy uses |
Preschoolers |
Fine Motor |
19.BilateralSkills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
classroom and household tools independently and with eye-hand coordination to carry out activities (e.g., uses scissors to cut out shapes, zips, snaps and buttons to dress self). |
|
|
b. Unbuttons large buttonsg. Ties single knoth. Laces two holes in shoes20. Tool Usea. Holds bowl and stirsb. Uses hammer to pound pegs in pounding benchc. Transfers material with spoond. Spreads with knifee. Cuts with edge of forkf. Uses rolling pin to flatten doughg. Uses tongs to transfer materialsh. Uses hammer to pound in nailsi. Uses clothespin to transfer small objectsj. Uses fork and knife to cut soft materials |
| Kindergarten |
|
|
|
|
| N/A |
N/A |
N/A |
N/A |
|
| Physical Fitness |
|
|
|
|
| Young Infant |
|
|
|
|
| PHD.i.6: Interacts with caregivers in physical activities (e.g., tummy time, reaches for toy,kicks arms and legs when on back). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsg. Participates in simple gamesr. Approaches peer or adult to initiate play |
|
| Mobile Infant |
|
|
|
|
| PHD.mi.6: Participates in active physical play(e.g., crawls and climbs over and under). |
Infants&Toddlers |
Gross Motor |
22-III. Upright: Ball Playa. Rolls ball back and forth with an adultb. Tries to kick ballc. Hurls ball 3 feetd. Kicks ball 3 feete. Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet awayh. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayi. Kicks ball 4-6 feet22-IV. Upright: Outdoor Playa. Explores play area with supervision |
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
c. Climbs on low equipmentd. Climbs slanted laddere. Uses slide independentlyf. Runs on playground, pausing at surface changesg. Climbs on low jungle gym bars and will drop several inches to the groundh. Climbs vertical laddersi. Walks on movable surfaces using some hand support |
| Toddler |
|
|
|
| PHD.t.5: Participates in active physical play(e.g., runs, uses playground equipment). |
Infants& Toddlers |
Gross Motor |
22-III. Upright: Ball Play |
| a. Rolls ball back and forth with an adultb. Tries to kick ballc. Hurls ball 3 feetd. Kicks ball 3 feete. Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet awayh. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayi. Kicks ball 4-6 feet |
|
|
|
| 22-IV. Upright: Outdoor Play |
|
|
|
| a. Explores play area with supervisionb. Enjoys swinging and slidingc. Climbs on low equipmentd. Climbs slanted laddere. Uses slide independentlyf. Runs on playground, pausing at surface changesg. Climbs on low jungle gym bars and will drop several inches to the groundh. Climbs vertical laddersi. Walks on movable surfaces using some hand support |
|
|
|
| Pre3 |
|
|
|
| PHD.p3.3: Participates in active play exhibiting strength and stamina. |
Preschoolers |
Gross Motor |
22-I. Upright: Posture & Locomotion |
| a. Walks backward 10 feetb. Walks on all types of surfaces without fallingc. Uses heel-toe pattern(arms free to carry objects) |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
d. Takes three to four steps on tiptoese. Runs at least 10 feet without fallingf. Jumps down from 8-inch height(one foot leading)g. Walks up three stairs, alternate pattern, with railh. Walks at least 20 feet on tiptoesi. Avoids obstacles when runningj. Walks up three stairs, alternate pattern, without railk. Walks down three stairs,same-step foot placementwithout raill. Jumps over 2-inch hurdlem. Jumps down from 16-inch to 18-inch height(one footleading)n. Broad jumps4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linep. Gallops five cyclesq. Runs with some periods of flight(both feet off of the ground)r. Hops once in places. Walks up 10 stairs,same-step pattern, without t. Walks down 10 stairs,same-step pattern, without railu. Jumps over 8-inch hurdlev. Jumps down from 18-inch to 24-inch height(feet together on takeoff and landing)w. Broad jumps14 inches to 24 inchesx. Skips five cycles,paising between skipsy. Hops two to three times on preferred footz. Jumps down from 24-inch to 30-inch height(feet together on takeoff and landing)aa. Walks down three stairs, alternate pattern,with railbb. Jumps over several 8-inch obstacles in successioncc. Broad jumps24 inches to 36 inchesdd. Walks down 10 stairs, alternate pattern,with railee. Hops five times on preferred foot,three times on nonpreferred footff. Skips5-10 cycles, coordinated step-hop |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
hh. Jumps 3 inches beyond arms reachii. Jumps down from 32-inch height (may land on one foot)jj. Broad jumps at least 36 incheskk. Skips at least 15 cycles with rhythmic weight transfer(landing on toes)ll. Runs, changing direction 180 degrees within four to eight stepsmm. Hops forward 16 inches on preferred foot, 12 inches on nonpreferred footnn. Walks down 10 stairs, alternate pattern, without railoo. Jumps on floor, completing 180-degree turn in one jump22-II. Upright: Balanceo. Does two somersaults in a row, maintaining forward progression |
| Pre4 |
|
|
|
| PHD.p4.5: Participates in active play exhibiting strength and stamina. |
Preschoolers |
Gross Motor |
22-III. Upright: Ball Playa. Throws 3-inch ball to an adult who is 7 feet awayb. Throws 3-inch ball to an adult who is 9 feet awayc. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayd. Kicks ball 4-6 feete. Throws 8-inch ball to an adult who is 9 feet awayf. Catches 8-inch ball with elbows bent from an adult who is 5 feet awayg. Throws 3-inch ball overhand to an adult who is 10 feet awayh. Catches 3-inch ball with elbows bent from an adult who is 5 feet awayi. Kicks ball 12-15 feet22-IV. Upright: Outdoor Playa. Runs on playground, pausing at surface changesb. Climbs on low jungle gym bars and will drop several inches to the groundc. Climbs vertical ladders |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
d. Walks on movable surfaces using some hand supporte. Pedals tricycle at least 10 feetf. Moves actively in play areasg. Enjoys unsteady surfaces and tries to make them moveh. Runs vigorously in play areasi. Pumps swingj. Invents cooperative games involving equipmentk. Rides two-wheel bicycle |
| Kindergarten |
|
|
|
| PHD.K.8: Participates in a variety of games that increase breathing and heart rate. |
N/A |
N/A |
N/A |
| PHD.K.9: Demonstrates sufficient muscular strength by supporting body weight in various activities. |
N/A |
N/A |
N/A |
| Nutrition/Healthy Eating |
|
|
|
| Young Infant |
|
|
|
| PHD.I.7: Communicates hunger and when full(e.g., eagerly accepts bottle, turns head or pushes away when full). |
Infants&Toddlers |
Communication |
14. Conversation Skills k.Makes requests by directing caregiver's attentionl. Indicates“no more"and“I don't like this"by vocalization, turning, or pushing awayo. Changes pitch/volume to signify intensity of desiresw.Directs caregiver to provide information through pointing,a questioning look,vocal inflection,and/orwordsaa.Says(or signs)“yes”和“no”to indicate desires or preferences |
| PHD.I.7: Communicates hunger and when full(e.g., eagerly accepts bottle, turns head or pushes away when full). |
Infants&Toddlers |
Cognition/Communication |
12.Attention & Memory:Auditoryc.Turns head and searches for or reaches toward soundat ear level while on backd.Turns head or reaches toward sound at ear level while sittinge.Turns head toward sound and looks or reachesdirectly when sound is at shoulder levelh.Turns head back and forth or reaches to either sidefor two sounds |
|
|
|
i. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trialk. Actively searches for source of sound when sound is not visible |
| Mobile Infant |
|
|
|
| PHD.mi.7: Eats during regular meals and snack times; anticipates routine meals and asks for more if still hungry. |
Infants & Toddlers |
Personal-Social |
4-1. Self-Help Skills: Eatinga. Smoothly sucks from nipplee. Munches food (chewing up and down)f. Uses purposeful tongue movementsg. Pulls food off spoon with lipsh. Holds own bottle (omit for breast-fed infants)j. Eats junior or mashed table food without gaggingk. Cleans lower lip with teethu. Feeds self meal with spoon and cup as main utensilsv. Distinguishes between edible and nonedible substancesw. Begins to use fork |
| Toddler |
|
|
|
| PHD.t.6: Makes simple food choices and has food preferences, demonstrates a willingness to try new foods. |
Infants & Toddlers |
Personal-Social |
3. Self-Conceptc. Makes choices<bre. Says “no” or otherwise indicates refusal<brf. Expresses feelings of interest, pleasure, surprise, excitement, warning, and complaint (four or more) |
|
|
|
4-1. Self-Help Skills: Eatingm. Feeds self with fingersu. Feeds self meal with spoon and cup as main utensilsv. Distinguishes between edible and nonedible |
|
|
|
The Carolina Curriculum Sequence, Item substances |
| Pre3 |
|
|
|
| PHD.p3.4: Eats a variety of foods. |
Preschoolers |
Personal-Social |
4-I. Self-Help:Eatingf. Independently fixes bowl of dry cereal with milki. Independently fixes sandwich |
| PHD.p3.5: Drinks from a cup without spilling and takes bites from whole foods. |
Preschoolers |
Personal-Social |
4-I. Self-Help:Eatingb. Drinks from small glass held with one hande. Swallows food in mouth before taking another bite |
| Pre4 |
|
|
|
| PHD.p4.6: Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy. |
Preschoolers |
Personal-Social |
4-I. Self-Help:Eatinga. Begins to use forkb. Drinks from small glass held with one handc. Gets drink unassisted (turns tap on and off)d. Pours liquid from one container into anothere. Swallows food in mouth before taking another bitef. Independently fixes bowl of dry cereal with milkg. Holds fork in fingersh. Independently drinks from water fountaini. Independently fixes sandwich |
| PHD.p4.7: Demonstrates increasingly complex oral motor skills(e.g., drinking through a straw,blowing bubbles). |
Preschoolers |
Personal-Social |
4-I. Self-Help:Eatingb. Drinks from small glasse. Swallows food in mouth before taking another biteh. Independently drinks from water fountain4-III.Self-Help:Groomingb. Brushes teeth with assistance |
| Kindergarten |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Personal Hygiene |
|
|
|
| Young Infant |
|
|
|
| PHD.i.8: Signals need by crying(e.g.,wet,hungry,tired,etc.). |
Infants&Toddlers |
Communication |
14.Conversation Skillsb. Provides consistent signals for states of hunger,distress,and pleasure |
| Mobile Infant |
|
|
|
| PHD.ml.8: Indicates when pants are wet and need to be changed. |
Infants&Toddlers |
Personal-Social |
4-IV.Self-HelpSkills:Toiletinga. Indicates need for soiled diaper or pants to be changed |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Toddler |
|
|
|
| PHD.t.7: Washes hands and face with assistance. |
Infants& Toddlers |
Personal-Social |
4-III. Self-Help Skills: Groomingc. Cooperates in washing and drying handsf. Washes own handsg. Wipes nose if given a tissueh. Dries hands |
| PHD.t.8: May begin to initiate interest in self-toileting. |
Infants& Toddlers |
Personal-Social |
4-IV. Self-Help Skills: Toiletef. Usually indicates need to toilet (rarely has bowel accidents) |
| Pre3 |
|
|
|
| PHD.p3.6: Follows basic health practices(e.g., puts dirty tissues in trash, washes hands,covers mouth when sneezing)with occasional reminders. |
Preschoolers |
Personal-Social |
4-III. Self-Help:Groomingc. Washes self with washclothd. Washes and dries hands and face without assistanceh. Gets tissue to wipe nose without reminderi. Blows nose independently on request4-IV. Self-Help:Toiletef. Cares for self at toilet(may need assistance wiping after bowel movement) |
| PHD.p3.7: Completes personal care tasks with increasing responsibility(e.g., bathroom routines,brushes teeth,etc.). |
Preschoolers |
Personal-Social |
4-I. Self-Help:Eatinga. Begins to use forkb. Drinks from small glass held with one handc. Gets drink unassisted(turns tap on and off)d. Pours liquid from one container into anothere. Swallows food in mouth before taking another bitef. Independently fixes bowl of dry cereal with milkg. Holds fork in fingersh. Independently drinks from water fountaini. Independently fixes sandwich4-II. Self-Help:Dressinga. Removes shoesb. Removes coatc. Puts on simple clothing(e.g.,pants,shoes,socks)d. Puts on all clothing unaided,except for fastenerse. Undoes fasteners(e.g.,large buttons,snaps,shoelaces)f. Indicates that the child is not able to eat |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
g. Buttons clothingh. Dresses and undresses with little assistance4-III.Self-Help:Groominga.Dries handsb.Brushes teeth with assistancec.Washes self with washclothd.Washes and dries hands and face without assistancee.Uses napkin without prompting to wipe messy face while eatingf.Brushes teeth independentlyg.Runs brush or comb through hairh.Gets tissue to wipe nose without reminderi.Blows nose independently on request4-IV.Self-Help:Toiletinga.Urinates when placed on toiletb.Has bowel movement when placed on toiletc.Usually indicates need to toilet (rarely has bowel accidents)d.Uses toilet by self, except for cleaning after bowel movemente.Seldom has toileting accidents (may need help with difficult clothing)f.Cares for self at toilet (may need assistance wiping after bowel movement)g.Tears toilet tissue and flushes toilet after useh.Wipes self after bowel movement |
| Pre4 |
|
|
|
| PHD.p4.8:Follows basic health practices(e.g.,puts dirty tissues in trash,washes hands,covers mouth when sneezing). |
Preschoolers |
Personal-Social |
4-III.Self-Help:Groomingc.Washes self with washclothd.Washes and dries hands and face without assistanceh.Gets tissue to wipe nose without reminderi.Blows nose independently on request4-IV.Self-Help:Toiletingf.Cares for self at toilet (may need assistance wiping after bowel movement) |
| PHD.p4.9:Completes personal care tasks with |
Preschoolers |
Personal-Social |
4-I.Self-Help:Eating |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| increasing responsibility (e.g., bathroom routines, brushes teeth, etc.) |
|
|
a. Begins to use forkb. Drinks from small glass held with one handc. Gets drink unassisted (turns tap on and off)d. Pours liquid from one container into anothere. Swallows food in mouth before taking another bitef. Independently fixes bowl of dry cereal with milkg. Holds fork in fingersh. Independently drinks from water fountaini. Independently fixes sandwich4-II. Self-Help: Dressinga. Removes shoesb. Removes coatc. Puts on simple clothing (e.g., pants, shoes, socks)d. Puts on all clothing unaided, except for fastenerse. Undoes fasteners (e.g., large buttons, snaps, shoelaces)f. Independently puts on coatg. Buttons clothingh. Dresses and undresses with little assistance4-III. Self-Help: Groominga. Dries handsb. Brushes teeth with assistancec. Washes self with washclothd. Washes and dries hands and face without assistancee. Uses napkin without prompting to wipe messy face while eatingf. Brushes teeth independentlyg. Runs brush or comb through hairh. Gets tissue to wipe nose without reminderi. Blows nose independently on request4-IV. Self-Help: Toiletinga. Urinates when placed on toiletb. Has bowel movement when placed on toiletc. Usually indicates need to toilet (rarely has bowel accidents)d. Uses toilet by self, except for cleaning after bowel |
|
|
|
movemente. Seldom has toileting accidents (may need help with difficult clothing)f. Cares for self at toilet (may need assistance wiping after bowel movement)g. Tears toilet tissue and flushes toilet after useh. Wipes self after bowel movement |
| Kindergarten |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Safety |
|
|
|
| Young Infant |
|
|
|
| PHD.i.9: Shows preference for major caregiver. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsf. Responds differently to family members and strangers |
| PHD.i.10: Stops/waits when caregiver says“no”or gives a nonverbal cue for alarm/danger. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillse. Tries to attract attention by making sounds, smiling,making eye contact, or using body language |
| Mobile Infant |
|
|
|
| PHD.mi.9: Follows adult interaction/guidance regarding safety(e.g.,walk,gentle touch,climbs in car seat,holds caregivers hand). |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilitym. Avoids common dangers |
| PHD.t.9: Follows adult interaction/guidance regarding safety(e.g.,walk,gentle touch,climbs in car seat,holds caregivers hand). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsx. Shows awareness of social standards(e.g.,wants clothes changed when dirty,brings broken toys to be fixed)y.Works collaboratively toward a goal with peers |
| PHD.t.10: Alert adults to potential harmful situations. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilitym. Avoids common dangers2. Interpersonal Skillse. Tries to attract attention by making sounds,smiling,making eye contact,or using body language3. Self-Conceptf. Expresses feelings of interest,pleasure,surprise,excitement,warning,and complaint(four or more) |
| Pre 3 |
|
|
|
| PHD.p3.8: Knows common safety rules that |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibility |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| have been discussed or taught. |
|
|
a. Avoids common dangerse. Follows rules given by adults for new activities or simple gamesj. Responds appropriately to instructions given in a small group |
| PHD.p3.9: Alerts adults to potentially harmful situations. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitye. Follows rules given by adults for new activities or simple games |
| PHD.p3.9: Alerts adults to potentially harmful situations. |
Preschoolers |
Communication |
14. Conversation Skillsc. Requests assistance |
| Pre4 |
|
|
|
| PHD.p4.10: Identifies and follows basic safety rules with possible reminders, guidance and support(e.g., does not talk to strangers, recognizes when someone is doing something unsafe, with reminders goes down the slide feet first). |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitya. Avoids common dangersc. Knows what toys can and cannot do and uses them appropriatelyg. Answers questions related to safety2. Interpersonal Skillsb. Shows awareness of social standards(e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
| PHD.p4.11: Demonstrates an ability to follow emergency routines with adult support(e.g., lines up to exit building during a fire drill). |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityh. Shows care in handling small animals or potentially breakable objectsi. Performs simple chores(may have to be reminded or supervised) |
| PHD.p4.12: Identifies how adults help to keep us safe(e.g., roles of doctor, dentist, fire fighter, police officer etc.). |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityj. Responds appropriately to instructions given in a small group |
| Kindergarten |
|
|
|
| N/A |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Character Development: SED.CD. |
|
|
|
| FOUNDATIONS OF CHARACTER DEVELOPMENT |
|
|
|
| Develop, implement, promote, and model core ethical and performance principles |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Pre3 |
|
|
|
| SED.CD.p3.1: Responds to positive and negative feedback from familiar adults. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitye. Follows rules given by adults for new activities or simple gamesj. Responds appropriately to instructions given in a small group2. Interpersonal Skillsi. Responds appropriately to social contact made by familiar adults |
| Pre4 |
|
|
|
| SED.CD.p4.1: Responds appropriately to positive and negative feedback from adults most of the time. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitye. Follows rules given by adults for new activities or simple gamesj. Responds appropriately to instructions given in a small group2. Interpersonal Skillsi. Responds appropriately to social contact made by familiar adults |
| Kindergarten |
|
|
|
| SED.CD.K.1: Recognize and celebrate the natural beneficial consequence of acts of character. |
N/A |
N/A |
N/A |
| SED.CD.K.2: Identify community needs in the larger community, discuss effects on the community and identify positive, responsible |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| action. |
|
|
|
| SED.CD.K.3: Learn about ethical reasoning by giving examples of what makes some behaviors appropriate and inappropriate. |
N/A |
N/A |
N/A |
| SED.CD.K.4: Exhibit clear and consistent expectations of good character throughout all school activities and in all areas of the school. |
N/A |
N/A |
N/A |
| SED.CD.K.5: Learn about, receive and accept feedback for responsible actions in academic and behavioral skills. |
N/A |
N/A |
N/A |
| Create a caring community by considering it a high priority to foster caring attachments between fellow students, staff and the community |
|
|
|
| Young Infant |
|
|
|
| SED.CD.i.1: Initiates and engages in reciprocal (i.e., mutual give and take) interactions with familiar adults. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilitya. Stops crying when sees or touches bottle or breastb. Can be comforted by being spoken to, held, or rockedc. Calms when swaddled2. Interpersonal Skillsc. Smiles at familiar persone. Tries to attract attention by making sounds, smiling,making eye contact, or using body languagef. Responds differently to family members and strangersh. Repeats activity that elicits laughter from observer(s)k. Laughs or smiles at adults who are engaging in unexpected behaviorsm. Shows affection |
| Mobile Infant |
|
|
|
| SED.CD.mi.1: Participates in routines and experiences that involve give and take interaction with familiar adults. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsb. Smiles reciprocallyl. Spontaneously shares with adultsm. Shows affection |
| Toddler |
|
|
|
| SED.CD.t.1: Interacts with familiar adults to communicate about experiences, ideas or to solve problems. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillse. Tries to attract attention by making sounds, smiling,making eye contact, or using body languagef. Responds differently to family members and strangersc. Responds appropriately to social contact made by |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
familiar adults |
| bb. Requests permission |
|
|
|
|
|
Cognition |
8. Problem Solving/Reasoning |
| q. Uses adults to solve problems |
|
|
|
| SED.CD.t.2: Feels comfortable in a variety of places with familiar adults. |
Infants& Toddlers |
Personal-Social |
1. Self-Regulation & Responsibility |
| i. Tolerates being taken into a variety of environments |
|
|
|
| 2. Interpersonal Skills |
|
|
|
| f. Responds differently to family members and strangers |
|
|
|
| Pre3 |
|
|
|
| SED.CD.p3.2: Becomes increasingly aware of effects of own behavior on others. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| i. Responds appropriately to social contact made by familiar adults |
|
|
|
| x. Plays familiar games with peers and follows the rules without adult intervention |
|
|
|
| Pre4 |
|
|
|
| SED.CD.p4.2: Recognizes effect of own behavior on others most of the time. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| i. Responds appropriately to social contact made by familiar adults |
|
|
|
| x. Plays familiar games with peers and follows the rules without adult intervention |
|
|
|
| SED.CD.p4.3: Recognizes examples and non-examples of words and actions that are helpful or hurtful. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| d. Expresses affection and/or preference for some peers |
|
|
|
| e. Expresses regret when another child is hurt or experiences unpleasantness |
|
|
|
| m. Labels feelings of peers and responds to them |
|
|
|
| p. Negotiates conflicts verbally |
|
|
|
| q. Listens to peers and discusses ideas or observations |
|
|
|
| r. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend play |
|
|
|
| t. Shows awareness of other people's feelings |
|
|
|
| u. Uses terms such as “thank you,” “please,” and “you're welcome” appropriately |
|
|
|
| v. Recognizes another's need for help and gives assistance |
|
|
|
| aa. Asserts self in socially acceptable ways |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Kindergarten |
|
|
|
| SED.CD.K.6:Recognize characteristics of a caring relationship. |
N/A |
N/A |
N/A |
| SED.CD.K.7:Recognize characteristics of a hurtful relationship. |
N/A |
N/A |
N/A |
| Create a caring community by demonstrating mutual respect and utilizing strategies to build a safe and productive culture |
|
|
|
| Young Infant |
|
|
|
| SED.CD.i.2:Begins to form relationships with consistent caregivers. |
Infants&Toddlers |
Personal-Social |
1.Self-Regulation&Responsibilitya.Stops crying when sees or touches bottle or breastb.Can be comforted by being spoken to, held, or rockedc.Calms when swaddled2.InterpersonalSkillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagef.Responds differently to family members and strangersk.Laughs or smiles at adults who are engaging in unexpected behaviorsl.Spontaneously shares with adultsm.Shows affectionn.Tries to please othersr.Approaches peer or adult to initiate playv.Tries to help by running errands on request or anticipating what is neededbb.Requests permission |
| Mobile Infant |
|
|
|
| SED.CD.mi.2:Demonstrates a secure relationship with at least one consistent caregiver. |
Infants&Toddlers |
Personal-Social |
Regulation&Responsibilitya.Stops crying when sees or touches bottle or breastb.Can be comforted by being spoken to, held, or rockedc.Calms when swaddled2.InterpersonalSkillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagef.Responds differently to family members and strangersk.Laughs or smiles at adults who are engaging in unexpected behaviorsl.Spontaneously shares with adults |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
m. Shows affectionn. Tries to please othersr. Approaches peer or adult to initiate playv. Tries to help by running errands on request or anticipating what is neededbb. Requests permission |
| Toddler |
|
|
|
| SED.CD.t.3: Begins to more easily separate from caregiver. |
Infants& Toddlers |
Personal-Social |
1. Self-Regulation& Responsibilityf. Moves away from the primary caregiver who is in same roomg. Moves partially out of the primary caregiver's sight for short periods of play |
| Pre3 |
|
|
|
| SED.CD.p3.3: Shows awareness of feelings of others with adult guidance and support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsn. Plays group games with other children without constant adult supervisiont. Shows awareness of other people's feelingsx. Plays familiar games with peers and follows the rules without adult interventionaa. Asserts self in socially acceptable ways |
| Pre4 |
|
|
|
| SED.CD.p4.4: Shows awareness of and responds to feelings of others with adult guidance and support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsn. Plays group games with other children without constant adult supervisiont. Shows awareness of other people's feelingsx. Plays familiar games with peers and follows the rules without adult interventionaa. Asserts self in socially acceptable ways |
| Kindergarten |
|
|
|
| SED.CD.K.8: Demonstrate caring and respect for others. |
N/A |
N/A |
N/A |
| SED.CD.K.9: Describe "active listening". |
N/A |
N/A |
N/A |
| Create a caring community by taking steps to prevent peer cruelty and violence and dealing with it effectively when it occurs whether digitally, verbally, physically and/or relationally |
|
|
|
| Young Infant |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Mobile Infant |
|
|
|
|
|
N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
|
|
N/A |
N/A |
N/A |
N/A |
| Pre 3 |
|
|
|
|
| SED.CD.p3.4: Expresses interests, acceptance, affection for others. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsd. Expresses affection and/or preference for some peersm. Labels feelings of peers and responds to themu. Uses terms such as“thank you”，“please，”and“You’re welcome”appropriatelyy. Identifies special friendsz. Spontaneously takes turns and shares |
|
| Pre 4 |
|
|
|
|
| SED.CD.p4.5: Demonstrates an understanding of what it means to be a friend(i.e.,someone who cares,listens,shares ideas,trustworthy,provides comfort). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsn. Plays group games with other children without constant adult supervisiont. Shows awareness of other people’s feelingsu. Uses terms such as“thank you”，“please,”and“You’re welcome”appropriatelyw. Plays cooperatively with peers for extended periodswithout requiring adult interventiony. Identifies special friendsaa. Asserts self in socially acceptable ways |
|
| Kindergarten |
|
|
|
|
| SED.CD.K.10:Recognized and define bullying and teasingk-2:Illustrate or demonstrate what“tattling”is and what“telling”或“reporting”is. |
N/A |
N/A |
N/A |
|
| SED.CD.K.11:Model positive peer interactions. |
N/A |
N/A |
N/A |
|
| Responsible Decision Making and Problem Solving:SED.R. |
|
|
|
|
| Consider multiple factors in decision-making including ethical and safety factors, personal and community responsibilities and short-term and long-term goals |
|
|
|
|
| Young Infant |
|
|
|
|
| N/A |
N/A |
N/A |
N/A |
|
| Mobile Infant |
|
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.R.mi.1: Shows emerging signs of responding positively to limits and choices offered by adults to help guide behavior. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skills |
| q. Helps with simple household tasks |
|
|
|
| s. Responds appropriately to social contact made by familiar adults |
|
|
|
| v.Tries to help by running errands on request or anticipating what is needed |
|
|
|
| x.Shows awareness of social standards(e.g.,wants clothes changed when dirty,brings broken toys to be fixed) |
|
|
|
| bb.Requests permission |
|
|
|
| Toddler |
|
|
|
| SED.R.t.1:Demonstrates increasing capacity to manage actions and emotional expressions with guidance from adults. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skills |
| d.Laughs |
|
|
|
| e.Tries to attract attention by making sounds,smiling,making eye contact,or using body language |
|
|
|
| i.Shows an interest in other children-tries to attract their attention through eye gaze,smiles,and vocalizations |
|
|
|
| l.Spontaneously shares with adults |
|
|
|
| x.Shows awareness of social standards(e.g.,wants clothes changed when dirty,brings broken toys to be fixed) |
|
|
|
| Pre3 |
|
|
|
| SED.R.p3.1:Begin to understand consequences of own actions with adult support. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoning |
| a.Experiments with cause and effect when playing |
|
|
|
| Pre4 |
|
|
|
| SED.R.p4.1:Anticipates and usually accepts consequences of own actions. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoning |
| a.Experiments with cause and effect when playing |
|
|
|
| Kindergarten |
|
|
|
| SED.R.K.1:Identify and illustrate safe and unsafe situations. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibility |
| a.Avoids common dangers |
|
|
|
| c.Knows what toys can and cannot do and uses them appropriately |
|
|
|
| e.Follows rules given by adults for new activities or simple games |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
g. Answers questions related to safetyh. Shows care in handling small animals or potentially breakable objectsi. Performs simple chores (may have to be reminded or supervised)j. Responds appropriately to instructions given in a small group |
| SED.R.K.2: State the difference between appropriate and inappropriate behaviors. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitya. Avoids common dangersc. Knows what toys can and cannot do and uses them appropriatelye. Follows rules given by adults for new activities or simple gamesg. Answers questions related to safetyh. Shows care in handling small animals or potentially breakable objectsi. Performs simple chores (may have to be reminded or supervised)j. Responds appropriately to instructions given in a small group |
| SED.R.K.3: Explain the consequences and rewards of individual and community actions. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitya. Avoids common dangersc. Knows what toys can and cannot do and uses them appropriatelye. Follows rules given by adults for new activities or simple gamesg. Answers questions related to safetyh. Shows care in handling small animals or potentially breakable objectsi. Performs simple chores (may have to be reminded or supervised)j. Responds appropriately to instructions given in a small group |
| Organize personal time and managing personal responsibilities effectively |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Mobile Infant |
|
|
|
| SED.R.mi.2: Anticipates and participates in some familiar routines with adult assistance. |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skills |
| l. Spontaneously shares with adults |
|
|
|
| x. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
|
|
|
| 4. I. Self-Help Skills: Eating |
|
|
|
| a. Smoothly sucks from nipple |
|
|
|
| b. Infrequently “roots” toward food or objects |
|
|
|
| c. Infrequently bites down on spoon |
|
|
|
| d. Infrequently gags (only when appropriate) |
|
|
|
| e. Munches food (chewing up and down) |
|
|
|
| f. Uses purposeful tongue movements |
|
|
|
| g. Pulls food off spoon with lips |
|
|
|
| h. Holds own bottle (omit for breast-fed infants) |
|
|
|
| i. Assists in drinking from cup that is held by adult |
|
|
|
| j. Eats junior or mashed table food without gagging |
|
|
|
| k. Cleans lower lip with teeth |
|
|
|
| l. Chews with rotary/side-to-side action |
|
|
|
| m. Feeds self with fingers |
|
|
|
| n. Holds and drinks from cup |
|
|
|
| o. Brings spoon to mouth and eats food off of it |
|
|
|
| p. Scoops food from dish with spoon |
|
|
|
| q. Chews well |
|
|
|
| r. No longer uses bottle or breast |
|
|
|
| s. Feeds self without spilling (with almost no help) |
|
|
|
| t. Drinks from straw |
|
|
|
| u. Feeds self meal with spoon and cup as main utensils |
|
|
|
| v. Distinguishes between edible and nonedible substances |
|
|
|
| w. Begins to use fork |
|
|
|
| x. Drinks from small glass held with one hand |
|
|
|
| y. Gets drink unassisted (turns tap on and off) |
|
|
|
| z. Pours liquid from one container into another |
|
|
|
| 4. II. Self-Help Skills: Dressing |
|
|
|
| a. Cooperates in dressing and undressing |
|
|
|
| Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
b. Partially pulls shirt over headc. Removes loose clothingd. Unties shoes or hat as an act of undressinge. Unfastens clothing zipper that has a large pull tabf. Puts on hatg. Removes simple clothing (e.g., open shirt or jacket, stretch pants)h. Removes shoesi. Removes coatj. Puts on simple clothing (e.g., pants, shoes, socks)k. Puts on all clothing unaided, except for fastenersl. Undoes fasteners (e.g., large buttons, snaps, shoelaces) |
|
|
|
4-III. Self-Help Skills: Groominga. Enjoys playing in waterb. Does not droolc. Cooperates in washing and drying handsd. Allows teeth to be brushede. Allows nose to be wipedf. Washes own handsg. Wipes nose if given a tissueh. Dries handsi. Brushes teeth with assistancej. Washes self with washcloth |
|
|
|
4-IV. Self-Help Skills: Toiletinga. Indicates need for soiled diaper or pants to be changedb. Cooperates with diaper changingc. Stays dry for 2- to 3-hour periods during the dayd. Urinates when placed on toilete. Has bowel movement when placed on toiletf. Usually indicates need to toilet (rarely has bowel accidents)g. Uses toilet by self, except for cleaning after bowel movement |
| Toddler |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.R.t.2: Remembers and follows expectations for familiar routines some of the time, but may find it hard to transition from preferred activities. |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skills |
| l. Spontaneously shares with adults |
|
|
|
| x. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
|
|
|
| 4-1. Self-Help Skills: Eating |
|
|
|
| a. Smoothly sucks from nipple |
|
|
|
| b. Infrequently “roots” toward food or objects |
|
|
|
| c. Infrequently bites down on spoon |
|
|
|
| d. Infrequently gags (only when appropriate) |
|
|
|
| e. Munches food (chewing up and down) |
|
|
|
| f. Uses purposeful tongue movements |
|
|
|
| g. Pulls food off spoon with lips |
|
|
|
| h. Holds own bottle (omit for breast-fed infants) |
|
|
|
| i. Assists in drinking from cup that is held by adult |
|
|
|
| j. Eats junior or mashed table food without gagging |
|
|
|
| k. Cleans lower lip with teeth |
|
|
|
| l. Chews with rotary/side-to-side action |
|
|
|
| m. Feeds self with fingers |
|
|
|
| n. Holds and drinks from cup |
|
|
|
| o. Brings spoon to mouth and eats food off of it |
|
|
|
| p. Scoops food from dish with spoon |
|
|
|
| q. Chews well |
|
|
|
| r. No longer uses bottle or breast |
|
|
|
| s. Feeds self without spilling (with almost no help) |
|
|
|
| t. Drinks from straw |
|
|
|
| u. Feeds self meal with spoon and cup as main utensils |
|
|
|
| v. Distinguishes between edible and nonedible substances |
|
|
|
| w. Begins to use fork |
|
|
|
| x. Drinks from small glass held with one hand |
|
|
|
| y. Gets drink unassisted (turns tap on and off) |
|
|
|
| z. Pours liquid from one container into another |
|
|
|
|
|
|
4-II. Self-Help Skills: Dressing |
| a. Cooperates in dressing and undressing |
|
|
|
| b. Partially pulls shirt over head |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
c. Removes loose clothing |
| d. Unties shoes or hat as an act of undressing |
|
|
|
| e. Unfastens clothing zipper that has a large pull tab |
|
|
|
| f. Puts on hat |
|
|
|
| g. Removes simple clothing (e.g., open shirt or jacket, stretch pants) |
|
|
|
| h. Removes shoes |
|
|
|
| i. Removes coat |
|
|
|
| j. Puts on simple clothing (e.g., pants, shoes, socks) |
|
|
|
| k. Puts on all clothing unaided, except for fasteners |
|
|
|
| l. Undoes fasteners (e.g., large buttons, snaps, shoelaces) |
|
|
|
|
|
|
4-III. Self-Help Skills: Grooming |
| a. Enjoys playing in water |
|
|
|
| b. Does not drool |
|
|
|
| c. Cooperates in washing and drying hands |
|
|
|
| d. Allows teeth to be brushed |
|
|
|
| e. Allows nose to be wiped |
|
|
|
| f. Washes own hands |
|
|
|
| g. Wipes nose if given a tissue |
|
|
|
| h. Dries hands |
|
|
|
| i. Brushes teeth with assistance |
|
|
|
| j. Washes self with washcloth |
|
|
|
|
|
|
4-IV. Self-Help Skills: Toileting |
| a. Indicates need for soiled diaper or pants to be changed |
|
|
|
| b. Cooperates with diaper changing |
|
|
|
| c. Stays dry for 2- to 3-hour periods during the day |
|
|
|
| d. Urinates when placed on toilet |
|
|
|
| e. Has bowel movement when placed on toilet |
|
|
|
| f. Usually indicates need to toilet (rarely has bowel accidents) |
|
|
|
| g. Uses toilet by self, except for cleaning after bowel movement |
|
|
|
| Pre3 |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| routines and manages transitions positively most of the time when supported by an adult. |
|
|
f. Adapts readily to changes in routine |
| Pre 4 |
|
|
|
| SED.R.p4.2: Follows predictable classroom routines, manages transitions positively most of the time with minimal adult support. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityf. Adapts readily to changes in routine |
| Kindergarten |
|
|
|
| SED.R.K.4: Identifies activities scheduled for the day and how much time is spent on each. |
N/A |
N/A |
N/A |
| SED.R.K.5: Identifies and performs steps necessary to accomplish personal responsibilities in scheduled activities. |
N/A |
N/A |
N/A |
| Play a developmentally appropriate role in classroom management and school governance |
|
|
|
| Young Infant |
|
|
|
| SED.R.i.1: Initiates interactions and seeks close proximity to familiar adults who provide consistent nurturing. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillse. Tries to attract attention by making sounds, smiling making eye contact, or using body language |
| Mobile Infant |
|
|
|
| SED.R.mi.3: Explores environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityf. Moves away from the primary caregiver who is in same roomk. Explores |
| SED.R.mi.3: Explores environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time. |
Infants&Toddlers |
Communication |
14. Conversation Skillsm. Notices and vocalizes when primary caregiver prepares to leavet. Seeks adult's assistance in exploring the environmentby vocalizing, pointing, or using other communicative signals |
| Toddler |
|
|
|
| SED.R.t.3: Feels comfortable in a variety of places with familiar adults nearby. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityl. Tolerates being taken into a variety of environments |
| SED.R.t.4: Continues to play when familiar adult leaves area. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityg. Moves partially out of the primary caregiver's sightshort periods of play |
| Pre 3 |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.R.p3.3: Demonstrates confidence by participating in familiar classroom routines. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityf. Adaps readily to changes in routine |
| SED.R.p3.4: Interacts with familiar adults with varying degrees of comfort. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsi. Responds appropriately to social contact made by familiar adults |
| SED.R.p3.5: Begins to work with others as part of a team, makes decisions with other children, with adult assistance. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of children2. Interpersonal Skillsc. Works collaboratively toward a goal with peers |
| Pre4 |
|
|
|
| SED.R.p4.3: Demonstrates confidence by participating in most classroom activities. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of childrenf. Adapts readily to changes in routinej. Responds appropriately to instructions given in a smagroup |
| SED.R.p4.4: Interacts easily with familiar adults by engaging in conversations, responding to questions and following directions. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsi. Responds appropriately to social contact made by familiar adults |
| SED.R.p4.5: Works with others as part of a team, make decisions with other children, with adult assistance. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsc. Works collaboratively toward a goal with peersw. Plays cooperatively with peers for extended periods without requiring adult intervention |
| Kindergarten |
|
|
|
| SED.R.K.6: Participate in individual roles and responsibilities in the classroom and in school. |
N/A |
N/A |
N/A |
| SED.R.K.7: Recognize the various roles of the personnel that govern the school (all staff). |
N/A |
N/A |
N/A |
| Develop, implement and model effective problem solving skills |
|
|
|
| Young Infant |
|
|
|
| SED.R.i.2: See ATL.i.10 |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| SED.R.mi.4: Shows emerging signs of responding positively to limits and choices offered by adults to help guide behavior. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation & Responsibilityi. Plays alone with toys for 15 minutesm. Avoids common dangerso. Knows what toys can and cannot do and uses them |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item appropriately |
|
|
|
2. Interpersonal Skillsn. Tries to please others |
| Toddler |
|
|
|
| SED.R.t.5: See SED.R.t.1 |
N/A |
N/A |
N/A |
| Pre3 |
|
|
|
| SED.R.p3.6: Manages(i.e., expresses, inhibits or redirects) emotions, impulses and behaviors with support from an adult. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsaa. Asserts self in socially acceptable ways |
| SED.R.p3.7: Uses simple conflict resolution techniques(e.g., seeks adult assistance, asks for a turn or finds something else to play with)with adult modeling and facilitation. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsa. Negotiates with peers about toys(may trade)p. Negotiates conflicts verbally |
| Pre4 |
|
|
|
| SED.R.p4.6: Manages(i.e., expresses, inhibits or redirects) emotions, impulses and behaviors with minimal guidance from adults. |
Preschoolers |
Personal-Social |
3. Self Concepth. Describes own feelings |
| SED.R.p4.7: Attempts to solve social problems independently,by negotiation or with adult assistance. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsp. Negotiates conflicts verbally |
| Kindergarten |
|
|
|
| SED.R.K.8: Develop self-control skills(e.g.,stop,take a deep breath and relax). |
N/A |
N/A |
N/A |
| SED.R.K.9: Identify and illustrate the problem. |
N/A |
N/A |
N/A |
| SED.R.K.10: Identify desired outcome. |
N/A |
N/A |
N/A |
| SED.R.K.11: Identify possible solutions and the pros and cons of each solution. |
N/A |
N/A |
N/A |
| SED.R.K.11: Identify and select the best solution. |
N/A |
N/A |
N/A |
| SED.R.K.12: Put the solution into action. |
N/A |
N/A |
N/A |
| SED.R.K.13: Reflect on the outcome of the solution. |
N/A |
N/A |
N/A |
| Personal Development:SED.PD. |
|
|
|
| SELF-AWARENESS |
|
|
|
| Understand and analyze thoughts and emotions |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Young Infant |
|
|
|
| SED.PD.i.1 Expresses a variety of emotions through facial expressions, gestures, movement and sounds. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsa.Smiles to auditory and tactile stimulationb.Smiles reciprocallyc.Smiles at familiar persond.Laughse.Tries to attract attention by making sounds, smiling,making eye contact,or using body language3.Self-Concepte.Says“no”or otherwise indicates refusalf.Expresses feelings of interest,pleasure,surprise,excitement,warning,and complaint(four or more)t.Shows guilt or shame over accidents or prohibited behavior |
| Mobile Infant |
|
|
|
| SED.PD.mi.1 Communicates a variety of emotions purposefully and intentionally. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsa.Smiles to auditory and tactile stimulationb.Smiles reciprocallyc.Smiles at familiar persond.Laughse.Tries to attract attention by making sounds,smiling,making eye contact,or using body language3.Self-Concepte.Says“no”or otherwise indicates refusalf.Expresses feelings of interest,pleasure,surprise,excitement,warning,and complaint(four or more)t.Shows guilt or shame over accidents or prohibited behavior |
| Toddler |
|
|
|
| SED.PD.t.1: Shows awareness of own emotions and uses verbal and nonverbal ways to express simple(e.g.,happy,sad,mad,afraid)and more complex emotions(e.g.,pride,embarrassment,shame and guilt). |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsa.Smiles to auditory and tactile stimulationb.Smiles reciprocallyc.Smiles at familiar persond.Laughse.Tries to attract attention by making sounds,smiling,making eye contact,or using body language |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
3. Self-Concepte e. Says "no" or otherwise indicates refusalf. Expresses feelings of interest, pleasure, surprise, excitement, warning, and complaint (four or more)t. Shows guilt or shame over accidents or prohibited behavior |
| Pre3 |
|
|
|
| SED.PD.p3.1: Recognizes and identifies own emotions and starts to recognize and identify the emotions of others, with adult support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsm. Labels feelings of peers and responds to themt. Shows awareness of other people's feelingsaa. Asserts self in socially acceptable wayscc. Demonstrates an interest in people outside of the family and immediate circle of friends3. Self Concepth. Describes own feelingsj. Talks about own feelings in relation to events |
| SED.PD.p3.2: Begins to express and respond to a range of emotions in socially acceptable ways. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsm. Labels feelings of peers and responds to themt. Shows awareness of other people's feelingsaa. Asserts self in socially acceptable wayscc. Demonstrates an interest in people outside of the family and immediate circle of friends3. Self Concepth. Describes own feelingsj. Talks about own feelings in relation to events |
| Pre4 |
|
|
|
| SED.PD.p4.1: Recognizes and identifies more complex emotions (e.g., frustrated, disappointed, jealous) in self and others, with accuracy, with adult support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsm. Labels feelings of peers and responds to themt. Shows awareness of other people's feelingsaa. Asserts self in socially acceptable wayscc. Demonstrates an interest in people outside of the family and immediate circle of friends3. Self Concepth. Describes own feelingsj. Talks about own feelings in relation to events |
| SED.PD.p4.2: Expresses and responds to a |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| range of emotions in socially acceptable ways. |
|
|
m. Labels feelings of peers and responds to themt. Shows awareness of other people's feelingsaa. Asserts self in socially acceptable waysc. Demonstrates an interest in people outside of thefamily and immediate circle of friends3. Self Concepth. Describes own feelingsj. Talks about own feelings in relation to events |
| Kindergarten |
|
|
|
| SED.R.K.14: Identify and describe basicemotions. |
N/A |
N/A |
N/A |
| SED.R.K.15: Identify situations that mightevoke emotional responses. |
N/A |
N/A |
N/A |
| SED.R.K.16: Identify positive and negativeemotions. |
N/A |
N/A |
N/A |
| Identify and assess personal qualities and external supports |
|
|
|
| Young Infant |
|
|
|
| SED.PD.i.2: Begins to understand self asseparate person from others. |
Infants&Toddlers |
Personal-Social |
3. Self-Concepta. Responds to named. Recognizes self and others in mirror |
| Mobile Infant |
|
|
|
| SED.PD.mi.2: Recognizes self as separateperson with distinct characteristics. |
Infants&Toddlers |
Personal-Social |
3. Self-Conceptd. Recognizes self and others in mirrorth. Identifies objects as“mine”m. Distinguishes and names self in photographs |
| Toddler |
|
|
|
| SED.PD.t.2: Shows awareness of self asbelonging to one or more groups. |
Infants&Toddlers |
Personal-Social |
3. Self-Conceptp. Knows age(tells or holds up fingers)q. Tells own first namer. Answers correctly when asked if he or she is a boy oragirl |
| SED.PD.t.3: Identifies own feelings, needs andinterests. |
Infants&Toddlers |
Personal-Social |
3. Self-Conceptf. Expresses feelings of interest, pleasure, surprise,excitement, warning, and complaint(four or more) |
| Pre 3 |
|
|
|
| SED.PD.P3.3: Describes self by using several |
Preschoolers |
Personal-Social |
3. Self Concept |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| basic characteristics. |
|
|
c. Knows age (tells or holds up fingers) |
| d. Tells own first name |
|
|
|
| e. Answers correctly when asked if he or she is a boy or a girl |
|
|
|
| SED.PD.p3.4: States basic personal information (e.g., name and age). |
Preschoolers |
Personal-Social |
3. Self Concept |
| c. Knows age (tells or holds up fingers) |
|
|
|
| d. Tells own first name |
|
|
|
| e. Answers correctly when asked if he or she is a boy or a girl |
|
|
|
| SED.PD.p3.5: Displays awareness of own thoughts and feelings. |
Preschoolers |
Personal-Social |
3. Self Concept |
| h. Describes own feelings |
|
|
|
| Pre 4 |
|
|
|
| SED.PD.p4.3: Describes characteristics of self and others. |
Preschoolers |
Personal-Social |
3. Self Concept |
| c. Knows age (tells or holds up fingers) |
|
|
|
| d. Tells own first name |
|
|
|
| e. Answers correctly when asked if he or she is a boy or a girl |
|
|
|
| n. Identifies own strengths and abilities |
|
|
|
| SED.PD.p4.4: States more complex personal information (e.g., names of family members, names of neighbors). |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| aa. Asserts self in socially acceptable ways |
|
|
|
| SED.PD.p4.4: States more complex personal information (e.g., names of family members, names of neighbors). |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| g. Remembers incidental information |
|
|
|
| Kindergarten |
|
|
|
| SED.R.K.17: Identify personal likes and dislikes. |
N/A |
N/A |
N/A |
| SED.R.K.18: Identify personal strengths and weaknesses. |
N/A |
N/A |
N/A |
| SED.R.K.19: Identify consequences of behaviors. |
N/A |
N/A |
N/A |
| SED.R.K.20: Ask clarifying questions. |
N/A |
N/A |
N/A |
| SED.R.K.21: Identify positive responses to |
N/A |
N/A |
N/A |
| Early Skills |
Level |
|
Domain |
The Carolina Curriculum Sequence, Item |
| different solution). |
|
|
|
|
| SED.R.K.22:Identify people,places and other resources to go for help(e.g.,parents, relatives,school personnel). |
N/A |
N/A |
N/A |
|
| SELF-MANAGEMENT |
|
|
|
|
| Understand and practice strategies for managing thoughts and behaviors |
|
|
|
|
| Young Infant |
|
|
|
|
| SED.P.D.i.3:Comforts self in by rocking body or other simple ways. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilityd.Comforts self |
|
| SED.P.D.i.4:Communicates needs for help through vocalizations and gestures. |
Infants&Toddlers |
Communication |
14.ConversationSkillst.Seeks adult's assistance in exploring the environmentby vocalizing,pointing,或using other communicative signals |
|
| SED.P.D.i.4:Communicates needs for help through vocalizations and gestures. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillse.Tries to attract attention by making sounds,smiling,making eye contact,或using body language |
|
| Mobile Infant |
|
|
|
|
| SED.P.D.mi.3:Comforts self in a variety of ways. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilityd.Comforts self |
|
| SED.P.D.mi.4:Seeks close proximity to familiar adults for security and support,especially when distressed. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsf.Responds differently to family members and strangers |
|
| SED.P.D.mi.4:Seeks close proximity to familiar adults for security and support,especially when distressed. |
Infants&Toddlers |
Communication |
14.ConversationSkillsm.Notices and vocalizes when primary caregiver prepares to leave |
|
| Toddler |
|
|
|
|
| SED.P.d.t.4:Anticipates the need for comfort and tries to prepare for changes in routine. |
Infants&Toddlers |
Personal-Social |
1. Self-Regulation&Responsibilitya.Stops crying when sees or touches bottle or breastb.Can be comforted by being spoken to,held,或rocked |
|
| SED.P.d.t.5:Seeks close proximity to familiar adults for security and support, especially when distressed. |
Infants&Toddlers |
Communication |
14.ConversationSkillsm.Notices and vocalizes when primary caregiver prepares to leave |
|
| Pre3 |
|
|
|
|
| SED.P.D.p3.6:Makes known personal needs and desires. |
Preschoolers |
Personal-Social |
3.Self Concepth.Describes own feelings |
|
| SED.P.D.p3.7:Begins to be able to release |
Preschoolers |
Personal-Social |
2.InterpersonalSkills |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| and/or redirect emotional tensions, with adult help, becoming more relaxed and cooperative afterwards. |
|
|
i. Responds appropriately to social contact made by familiar adults |
| Pre 4 |
|
|
|
| SED.PD.p4.5: Expresses preferences in a socially acceptable way a majority of the time. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| aa. Asserts self in socially acceptable ways |
|
|
|
| 3. Self Concept |
|
|
|
| f. Is selective about what tasks he or she will and will not try (recognizes limitations) |
|
|
|
| SED.PD.p3.6: Develops strategies to express strong emotion and calm self, with adult help. |
Preschoolers |
Communication |
14. Conversation Skills |
| c. Requests assistance |
|
|
|
| Kindergarten |
|
|
|
| SED.R.K.23: Describe and practice sending effective verbal and non-verbal messages. |
N/A |
N/A |
N/A |
| SED.R.K.24: Describe and practice sending effective verbal and non-verbal messages. |
N/A |
N/A |
N/A |
| SED.R.K.25: Recognize behavior choices in response to situations. |
N/A |
N/A |
N/A |
| Reflect on perspectives and emotional responses |
|
|
|
| Young Infant |
|
|
|
| SED.PD.i.5: Imitates the expression of feelings of those around them. |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skills |
| b. Smiles reciprocally |
|
|
|
| m. Shows affection |
|
|
|
| s. Responds appropriately to social contact made by familiar adults |
|
|
|
| Mobile Infant |
|
|
|
| SED.PD.mi.5: Demonstrates an awareness of others' feelings (e.g., cries or grimaces at the discomfort of others; matches facial expression of caregiver). |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skills |
| b. Smiles reciprocally |
|
|
|
| m. Shows affection |
|
|
|
| s. Responds appropriately to social contact made by familiar adults |
|
|
|
| Toddler |
|
|
|
| SED.PD.t.6 Demonstrates increasing awareness of others' feelings |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skills |
| b. Smiles reciprocally |
|
|
|
| m. Shows affection |
|
|
|
| s. Responds appropriately to social contact made by familiar adults |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item familiar adults |
| SED.PD.t.7 May respond to peer's distress by doing something to make him/her feel better(e.g.,say"hug"to crying peer;offer peer their blanket or toy). |
Infants& Toddlers |
Personal-Social |
2.Interpersonal Skillst.Tries to comfort others in distress |
| Pre3 |
|
|
|
| SED.PD.p3.8:Recognizes own positive and negative feelings when an adult labels them. |
Preschoolers |
Personal-Social |
3.Self Conceptb.Makes positive statements about selfh.Describes own feelings |
| Pre4 |
|
|
|
| SED.PD.p4.7:Recognizes and accurately describes own feelings a majority of the time. |
Preschoolers |
Personal-Social |
3.Self Concepth.Describes own feelings |
| Kindergarten |
|
|
|
| SED.R.K.26:Describe common responses to failures and disappointments. |
N/A |
N/A |
N/A |
| Set, monitor, adapt and evaluate goals to achieve success in school and life |
|
|
|
| Young Infant |
|
|
|
| See ATL.i.4 |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| SED.PD.mi.6:Seeks to achieve a specific goal(e.g.,stretches to reach toy). |
Infants& Toddlers |
Personal-Social |
4.II.Self-Help Skills:Dressingb.Partially pulls shirt over head |
| SED.PD.mi.6:Seeks to achieve a specific goal(e.g.,stretches to reach toy). |
Infants& Toddlers |
Cognition |
5.Attention & Memory:Visual/Spatialg.Pulls cloth from faceh.Pulls cloth from caregiver's face8.Problem Solving/Reasoninge.Persists in efforts to obtain an object or create an effectf.Repeats activities that elicit interesting reactions from othersg.Looks for or reaches toward objects that make a noise while falling from viewh.Looks for or reaches toward objects that fall quietly from viewi.Looks or moves in correct direction for objects that fall and roll or bounce to a new locationj.Overcomes obstacles to get toys |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
k. Plays with a variety of toys to produce effects |
| See ATL.mi.3 |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| See ATL.t.4 |
N/A |
N/A |
N/A |
| Pre 3 |
|
|
|
| SED.PD.p3.9: Completes own goal-directed activity and recognizes accomplishments while learning rules and values of family and culture. |
Preschoolers |
Personal-Social |
3. Self Concepta. Shows pride in achievements |
| Pre 4 |
|
|
|
| SED.PD.p4.8: Demonstrates age appropriate independence in decision-making regarding activities and materials. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityd. Puts away toys neatly when asked (may have to be reminded)e. Follows rules given by adults for new activities or simple gamesi. Performs simple chores (may have to be reminded or supervised)k. Buys simple objects in store without help (i.e., gets object or has clerk get object, gives money, and waits for change)l. Answers telephone appropriately and calls person to telephone2. Interpersonal Skillsw. Plays cooperatively with peers for extended periods without requiring adult interventionz. Spontaneously takes turns and shares3. Self Conceptf. Is selective about what tasks he or she will and will not try (recognizes limitations) |
| Kindergarten |
|
|
|
| SED.R.K.27: Define success and the process of goal setting. |
N/A |
N/A |
N/A |
| SED.R.K.28: Identify personal goals and home goals(e.g., dreams, aspirations, hopes). |
N/A |
N/A |
N/A |
| SED.R.K.29: Identify factors that lead to goal achievement and success(e.g., confidence,motivation, understanding). |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.R.K.30: Identify specific steps for achieving a particular goal. |
N/A |
N/A |
N/A |
| Social Development: SED.SD. |
|
|
|
| SOCIAL AWARENESS |
|
|
|
| Demonstrate awareness of the thoughts, feelings and perspective of others. |
|
|
|
| Young Infant |
|
|
|
| SED.SD.i.1: Reacts to emotional expressions of others. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsk. Laughs or smiles at adults who are engaging in unexpected behaviorsm. Shows affectionn. Tries to please othersu. Spontaneously shares with peers, often brieflyx. Shows awareness of social standards(e.g., wants clothes changed when dirty,brings broken toys to be fixed)z. Expresses affection and/or preference for some peersaa. Expresses regret when another child is hurt or experiences unpleasantness |
| Mobile Infant |
|
|
|
| SED.SD.mi.1: Demonstrates awareness of feelings expressed by others. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsk. Laughs or smiles at adults who are engaging in unexpected behaviorsm. Shows affectionn. Tries to please othersu. Spontaneously shares with peers, often brieflyx. Shows awareness of social standards(e.g., wants clothes changed when dirty,brings broken toys to be fixed)z. Expresses affection and/or preference for some peersaa. Expresses regret when another child is hurt or experiences unpleasantness |
| Toddler |
|
|
|
| SED.SD.t.1: Begins to identify own feelings, needs and interests and show awareness that others have feelings. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillsi. Shows an interest in other children—tries to attract their attention through eye gaze,smiles,and vocalizations |
|
|
|
3. Self-Conceptf. Expresses feelings of interest, pleasure, surprise, excitement, warning, and complaint (four or more)t. Shows guilt or shame over accidents or prohibited behavior |
| SED.SD.t.2: Responds in caring ways to another's distress in some situations. |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skillst. Tries to comfort others in distressaa. Expresses regret when another child is hurt or experiences unpleasantness |
| Pre 3 |
|
|
|
| SED.SD.p3.1: Expresses concern for the needs of others and people in distress. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillse. Expresses regret when another child is hurt or experiences unpleasantnessv. Recognizes another's need for help and gives assistance |
| SED.SD.p3.2: Describes situations which can elicit various emotions (e.g., tells a story that is supposed to make listener sad). |
Preschoolers |
Personal-Social |
3. Self Concepth. Describes own feelingsj. Talks about own feelings in relation to events |
| Pre 4 |
|
|
|
| SED.SD.p4.1: Demonstrates an understanding of and responds to needs of others and people in distress. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillse. Expresses regret when another child is hurt or experiences unpleasantnessi. Responds appropriately to social contact made by familiar adultsr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend playt. Shows awareness of other people's feelingsv. Recognizes another's need for help and gives assistancecc. Demonstrates an interest in people outside of the family and immediate circle of friends |
| SED.SD.p4.2: Demonstrates an understanding of which forms of emotional expression are acceptable for a given environment. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Kindergarten |
|
|
|
| SED.SD.K.1: Identify a range of emotions in others (e.g., identify “sad” by facial expression; identify “mad” by tone of voice). |
N/A |
N/A |
N/A |
| SED.SD.K.2: Identify possible causes for emotions (e.g., losing dog may make you “sad,” your birthday may make you “happy”). |
N/A |
N/A |
N/A |
| SED.SD.K.3: Identify possible behaviors and anticipate reactions in response to a specific situation (e.g., sharing candy may make your classmate smile; taking pencil may make your classmate yell at you). |
N/A |
N/A |
N/A |
| SED.SD.K.4: Identify healthy personal hygiene habits. |
N/A |
N/A |
N/A |
| Demonstrate awareness of cultural issues and a respect for human dignity and differences |
|
|
|
| Young Infant |
|
|
|
| SED.SD.i.2: Responds to people and objects in their immediate environment based on past experience. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillss. Responds appropriately to social contact made by familiar adults |
| SED.SD.i.2: Responds to people and objects in their immediate environment based on past experience. |
Infants&Toddlers |
Cognition |
5. Attention&Memory: Visual/Spatialf. Shows anticipation of regularly occurring events in everyday carev. Recognizes familiar toys, people (in addition to family members and regular caregivers), and places |
| Mobile Infant |
|
|
|
| SED.SD.mi.2: Identifies similarities and differences in objects and people by showing and pointing. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsf. Responds differently to family members and strangers |
| SED.SD.mi.2: Identifies similarities and differences in objects and people by showing and pointing. |
Infants&Toddlers |
Cognition |
5. Attention&Memory: Visual/Spatialcc. Recognizes the covers of several books and labels themdd. Recognizes familiar signsee. Identifies (points to) object or picture shown briefly and shown again in an array of threeff. Identifies (points to) object or picture shown briefly and shown again in an array of four |
| Toddler |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.SD.t.3: Expresses preferences for familiar people, books, toys and activities. |
Infants& Toddlers |
Personal-Social |
2. Interpersonal Skillsa. Smiles to auditory and tactile stimulationc. Smiles at familiar personi. Shows an interest in other children-tries to attract their attention through eye gaze, smiles,and vocalizations3. Self-Conceptf. Expresses feelings of interest, pleasure, surprise, excitement, warning,and complaint(four or more)s. Is selective about what tasks he or she will and will not try(recognizes limitations) |
| SED.Sd.t.4: Uses previous learning to inform new experiences with people and objects in their environment. |
Infants& Toddlers |
Cognition |
5. Attention& Memory:Visual/Spatialv. Recognizes familiar toys,people(in addition to family members and regular caregivers),and places |
| Pre3 |
|
|
|
| SED.SD.p3.3: Compares own characteristics with those of others. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb.Shows awareness of social standards(e.g.,want clothes changed when dirty,brings broken toys to be fixed)r.Demonstrates understanding that different people have different feelings,attitudes,or beliefs through role playing in pretend playcc.Demonstrates an interest in people outside of the family and immediate circle of friends |
| Pre4 |
|
|
|
| SED.SD.p4.3: Recognizes and respects similarities and differences between self and others(e.g.,gender,race,special needs,cultures,languages,family structures). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsr.Demonstrates understanding that different people have different feelings,attitudes,or beliefs through role playing in pretend playcc.Demonstrates an interest in people outside of the family and immediate circle of friends |
| SED.SD.p4.4: Treats others with respect when conflict or differences occur,given adult support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsp.Negotiates conflicts verballyq.Listens to peers and discusses ideas or observationsr.Demonstrates understanding that different people have different feelings,attitudes,or beliefs through role |
|
|
|
playing in pretend playt. Shows awareness of other people's feelingsaa. Asserts self in socially acceptable ways |
| Kindergarten |
|
|
|
| SED.SD.K.5: Describe ways that people are similar and different. |
N/A |
N/A |
N/A |
| SED.SD.K.6: Use respectful language and actions with conflict or differences of opinion. |
N/A |
N/A |
N/A |
| INTERPERSONAL SKILLS |
|
|
|
| Demonstrate communication and social skills to interact effectively |
|
|
|
| Young Infant |
|
|
|
| SED.SD.i.3: Shows interest in other children. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsi. Shows an interest in other children-tries to attract their attention through eye gaze, smiles,and vocalizations |
| SED.SD.i.4: Repeats actions that elicit social responses from others. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) |
| Mobile Infant |
|
|
|
| SED.SD.mi.3: Briefly engages in simple interaction with another child. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsp. Plays simple interactive games with other childrenu. Spontaneously shares with peers, often briefly |
| Toddler |
|
|
|
| SED.SD.t.5: Plays side-by-side with another child, at times observing, imitating or engaging child in play. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillso. Plays alongside other children(some exchange of toys) |
| Pre 3 |
|
|
|
| SED.SD.p3.4: Follows rules and simple directions(1-2 steps). |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilitye. Follows rules given by adults for new activities or simple games |
| SED.SD.p3.5: Begins to display socially competent behavior with peers(e.g.,helping,sharing and taking turns). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsh. Takes turn most of the time if remindedl. Cooperates with peers to develop a theme for imaginative playm. Labels feelings of peers and responds to themn. Plays group games with other children without |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
constant adult supervisiono. Plays simple board or card games with other children with adult supervisionp. Negotiates conflicts verballyq. Listens to peers and discusses ideas or observationsr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend playt. Shows awareness of other people's feelingsw. Plays cooperatively with peers for extended periods without requiring adult intervention |
| SED.SD.p3.6: Begins to participate in conversational turn taking. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsh. Takes turn most of the time if reminded |
| Pre4 |
|
|
|
| SED.SD.p4.5: Displays socially competent behavior with peers (e.g., helping, sharing and taking turns). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsh. Takes turn most of the time if remindedl. Cooperates with peers to develop a theme for imaginative playm. Labels feelings of peers and responds to themn. Plays group games with other children without constant adult supervisiono. Plays simple board or card games with other children with adult supervisionp. Negotiates conflicts verballyq. Listens to peers and discusses ideas or observationsr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend playt. Shows awareness of other people's feelingsw. Plays cooperatively with peers for extended periods without requiring adult intervention |
| SED.SD.p4.6: Participates in conversational turn taking by listening and responding to what was said. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsh. Takes turn most of the time if remindedq. Listens to peers and discusses ideas or observations |
| SED.SD.p4.7: Demonstrates strategies to join a play group with adult support. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsaa. Asserts self in socially acceptable ways |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
Preschoolers |
Personal-Social |
bb. Plans/creates games that have rules with peerscc.Demonstrates an interest in people outside of the family and immediate circle of friends |
| SED.SD.p4.8:Invites other children to join groups or activities. |
|
|
2.Interpersonal Skillsaa.Asserts self in socially acceptable waysbb.Plans/creates games that have rules with peerscc.Demonstrates an interest in people outside of the family and immediate circle of friends |
| Kindergarten |
|
|
|
| SED.SD.K.7:Follow rules that respect classmates'needs and use polite language(e.g.,wait for their turn,stand in line,let classmate finish speaking). |
N/A |
N/A |
N/A |
| SED.SD.K.8:Use“I”statements. |
N/A |
N/A |
N/A |
| SED.SD.K.9:Pay attention to others when they are speaking. |
N/A |
N/A |
N/A |
| SED.SD.K.10:Understand the importance of respecting personal space. |
N/A |
N/A |
N/A |
| SED.SD.K.11:Recognize how facial expressions,body language and tone communicate feelings. |
N/A |
N/A |
N/A |
| SED.SD.K.12:Take turns and practice sharing. |
N/A |
N/A |
N/A |
| SED.SD.K.13:Practice sharing encouraging comments. |
N/A |
N/A |
N/A |
| SED.SD.K.14:Identify and demonstrate good manners. |
N/A |
N/A |
N/A |
| Develop and maintain positive relationships |
|
|
|
| Young Infant |
|
|
|
| SED.SD.i.5:Initiates and engages in reciprocal(i.e.,mutual give and take) interactions with familiar adults. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagej.Initiates playing gamesl.Spontaneously shares with adultsm.Shows affectionn.Tries to please othersq.Helps with simple household tasks |
|
|
|
r. Approaches peer or adult to initiate plays.Responds appropriately to social contact made by familiar adults |
| Mobile Infant |
|
|
|
| SED.SD.mi.4: Participates in routines and experiences that involve mutual give and take interactions with familiar adults. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagek.Laughs or smiles at adults who are engaging in unexpected behaviorsl.Spontaneously shares with adultsn.Tries to please otherss.Responds appropriately to social contact made by familiar adultsbb.Requests permission |
| Toddler |
|
|
|
| SED.SD.t.6:Seeks out trusted adult for comfort or support. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagef.Responds differently to family members and strangersk.Laughs or smiles at adults who are engaging in unexpected behaviorsl.Spontaneously shares with adultsm.Shows affectionn.Tries to please others |
| SED.SD.t.7:Shows interest in unfamiliar adults with support from familiar adults. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsf.Responds differently to family members and strangerss.Responds appropriately to social contact made by familiar adults |
| Pre3 |
|
|
|
| SED.SD.p3.7:Shows interest in having a friend. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsd.Expresses affection and/or preference for some peersk.Prefers interacting with peers to being with adults |
| Pre4 |
|
|
|
| SED.SD.p4.9:Develops friendships with one or two preferred peers. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsd.Expresses affection and/or preference for some peersk.Prefers interacting with peers to being with adults |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SED.SD.p4.10: Demonstrates an understanding of which forms of emotional expression are acceptable for a given environment. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsb.Shows awareness of social standards(e.g.,wants clothes changed when dirty,brings broken toys to be fixed)e.Expresses regret when another child is hurt or experiences unpleasantnessi.Responds appropriately to social contact made by familiar adultsj.Separates easily from parent or caregiver in familiar surroundingsr.Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend plays.Askes permission to use other people's belongingsv.Recognizes another's need for help and gives assistance3. Self Concepth.Describes own feelingsj.Talks about own feelings in relation to events |
| SED.SD.p4.11: Adjusts behavior to different settings(e.g.,“inside voice”). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsaa.Asserts self in socially acceptable ways |
| Kindergarten |
|
|
|
| SED.SD.K.15: Recognize how various relationships in life are different. |
N/A |
N/A |
N/A |
| SED.SD.K.16: Identify and practice appropriate behaviors to maintain positive relationships(e.g.,personal space,voice volume). |
N/A |
N/A |
N/A |
| Demonstrate an ability to prevent,manage and resolve interpersonal conflicts |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| SED.SD.mi.5: Shows emerging signs of responding positively to limits and choices offered by adults to help guide behavior. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillss.Responds appropriately to social contact made by familiar adults |
| Toddler |
|
|
|
| SED.SD.t.8:Demonstrates an increasing |
Infants& |
Personal-Social |
1. Self-Regulation & Responsibility |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
capacity to manage actions and emotional expressions with guidance from adults. |
Toddlers |
|
d. Comforts selfg. Moves partially out of the primary caregiver's sight for short periods of playi. Plays alone with toys for 15 minutesl. Tolerates being taken into a variety of environments2. Interpersonal Skillsu. Spontaneously shares with peers, often brieflyz. Expresses affection and/or preference for some peersaa. Expresses regret when another child is hurt or experiences unpleasantnessbb. Requests permission |
|
SED.SD.t.9: Seeks adult assistance when encountering a problem. |
Infants& Toddlers |
Cognition |
8. Problem Solving/Reasoningq. Uses adults to solve problems |
| Pre3 |
|
|
|
|
|
SED.SD.p3.8: Begins to resolve conflicts with peers, given adult assistance. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsa. Negotiates with peers about toys (may trade)p. Negotiates conflicts verbally |
| Pre4 |
|
|
|
|
|
SED.SD.p4.12: Resolves conflicts with peers, seeking adult assistance when necessary. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsa. Negotiates with peers about toys (may trade)p. Negotiates conflicts verbally |
|
SED.SD.p4.12: Resolves conflicts with peers, seeking adult assistance when necessary. |
Preschoolers |
Communication |
14. Conversation Skillsc. Requests assistance |
|
SED.SD.p4.13: Demonstrates flexibility in solving problems; will change plans if a better idea is thought of or proposed. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsc. Works collaboratively toward a goal with peers |
| Kindergarten |
|
|
|
|
|
SED.SD.K.17: Identify conflict. |
N/A |
N/A |
N/A |
|
SED.SD.K.18: Identify what actions cause conflict. |
N/A |
N/A |
N/A |
|
SED.SD.K.19: Identify appropriate and inappropriate ways to resolve conflict. |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Communication and Literacy(CL) |
|
|
|
| Literature:CL.L |
|
|
|
| Key Ideas and Details |
|
|
|
| Young Infant |
|
|
|
| CL.L.i.1:Sits on adult's lap while being read to and gazes at pictures in books and pats individual pictures. |
Infants& Toddlers |
Cognition/Communication |
12. Attention&Memory:Auditoryn.Attends to stories,repeating words and/or sounds |
| CL.L.i.1:Sits on adult's lap while being read to and gazes at pictures in books and pats individual pictures. |
Infants& Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialr.While sitting on a caregiver's lap,attends to picture book for at least 5 minutes,patting the pictures or otherwise indicating interestee.Identifies (points to) object or picture shown briefly and shown again in an array of threeff.Identifies (points to) object or picture shown briefly and shown again in an array of four |
| Mobile Infant |
|
|
|
| CL.L.mi.1:Responds to a verbal prompt by pointing to requested picture(e.g.,“Oh look there is a cow,can you show me the cow?”). |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialee.Identifies (points to) object or picture shown briefly and shown again in an array of threeff.Identifies (points to) object or picture shown briefly and shown again in an array of four |
| CL.L.mi.1:Responds to a verbal prompt by pointing to requested picture(e.g.,“Oh look there is a cow,can you show me the cow?”). |
Infants&Toddlers |
Communication |
14.Conversation Skillsdd.Anwsers simple questions with a verbal response,gesture,or sign |
| Toddler |
|
|
|
| CL.L.t.1:With prompting and support,asks and answers simple questions about story content using pictures. |
Infants&Toddlers |
Communication |
14.Conversation Skillsdd.Anwsers simple questions with a verbal response,gesture,or signee.Ask simple questions with a vocalization or gestureII.Responds appropriately to“where”和“why”questions |
| CL.L.t.2:Retells some events from a familiar story with close adult prompting(e.g.,T:Tellme what happened to baby bear's chair?”C:“It broke”). |
Infants&Toddlers |
Communication |
14.Conversation Skillshh.Uses word or sign combinations to describe remoteeventsjj.Sustains conversation for several turns |
| Pre3 |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CL.L.p3.1: With prompting and support, asks and answers simple questions about the story content. |
Preschoolers |
Communication |
14. Conversation Skills |
| h. Responds appropriately to “where” and “why” |
|
|
|
| questions |
|
|
|
| m. Answers “what is,” “whose,” “who,” and “how many” |
|
|
|
| questions appropriately (if not correctly) |
|
|
|
| o. Responds appropriately to “what do you do” and “why do we” questions |
|
|
|
| w. Asks and responds appropriately to “how far” questions |
|
|
|
| CL.L.p3.2: Uses pictures and illustrations to tell and retell parts of a story. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditory |
| h. Recalls one or two elements from an unfamiliar story just read (without prompts) |
|
|
|
| i. Recalls three to four elements from an unfamiliar story just read (without prompts) |
|
|
|
| k. Recalls most of the essential elements in an unfamiliar story just read |
|
|
|
| l. Tells two familiar stories without pictures for help (includes all important parts) |
|
|
|
| Pre4 |
|
|
|
| CL.L.p4.1: With prompting and support, asks and answers questions about key details in a text. |
Preschoolers |
Communication |
14. Conversation Skills |
| h. Responds appropriately to “where” and “why” |
|
|
|
| questions |
|
|
|
| m. Answers “what is,” “whose,” “who,” and “how many” |
|
|
|
| questions appropriately (if not correctly) |
|
|
|
| o. Responds appropriately to “what do you do” and “why do we” questions |
|
|
|
| w. Asks and responds appropriately to “how far” questions |
|
|
|
| CL.L.p4.2: With prompting and support, retells stories with increasing detail and accuracy. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditory |
| h. Recalls one or two elements from an unfamiliar story just read (without prompts) |
|
|
|
| i. Recalls three to four elements from an unfamiliar story just read (without prompts) |
|
|
|
| k. Recalls most of the essential elements in an unfamiliar story just read |
|
|
|
| l. Tells two familiar stories without pictures for help |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item (includes all important parts) |
| CL.L.p4.3: With prompting and support, identifies characters, settings and major events in a story. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditoryh. Recalls one or two elements from an unfamiliar story just read (without prompts)i. Recalls three to four elements from an unfamiliar story just read (without prompts)k. Recalls most of the essential elements in an unfamiliar story just readl. Tells two familiar stories without pictures for help(includes all important parts) |
| Kindergarten |
|
|
|
| RL.K.1: With prompting and support, ask and answer questions about key details in a text. |
N/A |
N/A |
N/A |
| RL.K.2: With prompting and support, retell familiar stories, including key details. |
N/A |
N/A |
N/A |
| RL.K.3: With prompting and support, identify characters, settings and major events in a story. |
N/A |
N/A |
N/A |
| Craft and Structure |
|
|
|
| Young Infant |
|
|
|
| CL.L.i.2: Shows interest in books, pictures, songs and rhyming(e.g., cuddles and looks at caregiver's face while being read to, follows caregivers gaze to look at a picture in a book,babbles while being read to). |
Infants&Toddlers |
Communication |
14.ConversationSkillsw.Directs caregiver to provide information through pointing,a questioning look,vocal inflection,and/orwords |
| CL.L.mi.2: Actively participates in book reading,storytelling and singing(e.g.,reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child,points to picture of a dog and makes a barking noise). |
Infants&Toddlers |
Communication |
14.ConversationSkillsg. Indicates interest in toy or object through eye gaze,reaching,or vocalizationr.Plays reciprocal games(e.g.,Peek-a-boo,clapping,taking turns making sounds)jj.Sustains conversation for several turns |
| CL.L.mi.2: Actively participates in book reading,storytelling and singing(e.g.,reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child,points to picture of a dog and makes a barking noise). |
Infants&Toddlers |
Fine Motor |
18.Grasp&Manipulationg.Reaches out and grasps objects near body19.BilateralSkillsh. Claps hands |
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
Cognition/Communication |
12. Attention & Memory: Auditoryf. Responds differently to a new sound |
| Toddler |
|
|
|
| CLL.t.3: Shows an appreciation for reading books, telling stories and singing (e.g., initiates reading a book, telling a story or singing a song, listens as caregiver reads a short story). |
Infants & Toddlers |
Communication |
14. Conversation Skillsa. Smiles to person who is talking and/or gesturinge. Laughsh. Requests continued action of familiar toy, song, or activity by body movements, eye contact, and/or vocalizationsk. Makes requests by directing caregiver's attention |
| Pre 3 |
|
|
|
| CLL.p.3.3: Asks and answers questions about unknown words/ pictures in a book. |
Preschoolers |
Communication |
14. Conversation Skillsh. Responds appropriately to “where” and “why” questionsm. Answers “what is,” “whose,” “who,” and “how many” questions appropriately (if not correctly)o. Responds appropriately to “what do you do” and “why do we” questionsw. Asks and responds appropriately to “how far” questions |
| CLL.p.3.4: Interacts with a variety of common types of texts (e.g., storybooks, poems, songs). |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditorya. Joins in saying nursery rhymes (repeats parts of them)g. Sings songs or says rhymes of 10–15 lines some lines may be repeated) |
| CLL.p.3.5: Understands that books have both illustrations and print. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditoryh. Recalls one or two elements from an unfamiliar story just read (without prompts) |
| Pre 4 |
|
|
|
| CLL.p.4.4: Asks and answers questions about unknown words in a text. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivej. Defines two or more simple words using at least one descriptork. Defines five or more simple words using at least one descriptoro. Asks word meanings or otherwise indicates awareness that words have meanings |
| CLL.p.4.4: Asks and answers questions about unknown words in a text. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
q. Reasons about experiences and asks and answers questions |
| CL.L.p4.5: Students interact with a variety of common types of texts (e.g., storybooks, poems, songs). |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditorya. Joins in saying nursery rhymes (repeats parts of them)b. Independently says or acts out parts of rhymes or songsd. Notices and reacts to changes in familiar rhymes, songs, or storiesj. Identifies the melody of a familiar song (names the tune) |
| CL.L.p4.5: Students interact with a variety of common types of texts (e.g., storybooks, poems, songs). |
Preschoolers |
Communication |
14. Conversation Skillsp. Reads a story aloud to self or another person while looking at pictures in a book |
| CL.L.p4.6: With prompting and support, can describe the role of an author and an illustrator. |
Preschoolers |
Communication |
14. Conversation Skillsn. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
| Kindergarten |
|
|
|
| RL.K.4: Ask and answer questions about unknown words in a text. |
N/A |
N/A |
N/A |
| RL.K.5: Recognize common types of texts (e.g., storybooks, poems). |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| Integration of Knowledge and Ideas |
|
|
|
| Young Infant |
|
|
|
| CL.L.i.3: Shows interest in photographs of familiar people/objects. |
Infants&Toddlers |
Cognition |
5. Attention&Memory: Visual/Spatiala. Visually fixates for at least 3 secondsb. Visually tracks object horizontally (from side to side)c. Visually tracks object vertically (from head to stomach)d. Visually tracks object in a circlee. Gaze lingers where object or person disappearsv. Recognizes familiar toys, people (in addition to family members and regular caregivers), and places |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
ee. Identifies (points to) object or picture shown briefly and shown again in an array of threeff. Identifies (points to) object or picture shown briefly and shown again in an array of four |
| Mobile Infant |
|
|
|
| CL.L.mi.3: Randomly points to familiar pictures in a book. |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialv. Recognizes familiar toys, people(in addition to family members and regular caregivers), and places |
| CL.L.mi.4: Names familiar people/objects in photographs. |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialgg.Tells the name of object or picture shown briefly in a group of two and then hidden |
| Toddler |
|
|
|
| CL.L.t.4: Given a familiar repetitive and predictable story, anticipates what comes next based on pictures and begins to fill in words in the story. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory:Auditoryq. Anticipates parts of rhymes or songs |
| CL.L.t.5: Relates characteristics or actions of the characters in a story to self(e.g.,Daddy has a big chair like that). |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spialhh.Remembers incidental information |
| Pre3 |
|
|
|
| CL.L.p3.6: With prompting and support,makes connections between self,illustrations and the story when taking a“picture walk”of the book. |
Preschoolers |
Communication |
14.ConversationSkillse. Comments on appearance or disappearance of objects or peopleg.Reads books to others by making multiple-word utterancesl.Describes events occurring in the environment |
| CL.L.p3.7: With prompting and support compares and contrasts the adventures and experiences of the characters to self(e.g.,“I have a red cape just like Goldilocks!”). |
Preschoolers |
Communication |
14.ConversationSkillse. Comments on appearance or disappearance of objects or peopleg.Reads books to others by making multiple-word utterancesu. Communicates knowledge about the world to peers and adults |
| Pre4 |
|
|
|
| CL.L.p4.7: With prompting and support,uses the illustrations to retell major events in the |
Preschoolers |
Communication |
14.ConversationSkillsq. Describes functions of objects |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
|
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| story. |
|
Preschoolers |
|
t. Creates interest in a listener by indirect references |
| story. |
|
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialo. Describes events that happened in the pasts. Can recall the names of 8-10 pictures when shown an array of 18-20 |
| CL.L.p4.8: With prompting and support, begins to compare and contrast the adventures and experiences of characters in familiar stories. |
|
Preschoolers |
Communication |
14. Conversation Skillsr. Communicates cause-and-effect relationships |
| CL.L.p4.8: With prompting and support, begins to compare and contrast the adventures and experiences of characters in familiar stories. |
|
Cognition |
5. Attention & Memory: Visual/Spatialg. Remembers incidental information |
|
| Kindergarten |
|
|
|
|
| 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). |
|
N/A |
N/A |
N/A |
| RL.K.8: Not applicable to Literature. |
|
N/A |
N/A |
N/A |
| RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
|
N/A |
N/A |
N/A |
| Range of Reading and Level of Text Complexity |
|
|
|
|
| Young Infant |
|
|
|
|
| CL.L.i.4: Listens briefly to stories being read by an adult. |
|
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryn. Attends to stories, repeating words and/or sounds |
| Mobile Infant |
|
|
|
|
| CL.L.mi.5: Listens to stories being read by an adult. |
|
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryn. Attends to stories, repeating words and/or sounds |
| Toddler |
|
|
|
|
| CL.L.l.6: Engages in reading activities with an adult and possibly one or two peers. |
|
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryn. Attends to stories, repeating words and/or sounds |
| CL.L.l.6: Engages in reading activities with an adult and possibly one or two peers. |
|
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillso. Plays alongside other children(some exchange of toys) |
| Pre3 |
|
|
|
|
| CL.L.p3.8: Actively engages in small group reading activities with purpose and understanding(e.g., asks for a favorite book to |
|
Preschoolers |
Personal-Social |
1. Self-Regulation&Responsibilityb. Plays comfortably in a small group of childrenj. Responds appropriately to instructions given in a small |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item group |
| be read, giggles when hears something funny read in the story). |
|
|
|
| Pre 4 |
|
|
|
| CL.L.p4.9: Actively engages in large and small group reading activities with purpose and understanding (e.g., asks for a favorite book to be read, participates in reciting rhymes and finger plays using accompanying gestures). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsc. Works collaboratively toward a goal with peers |
| Kindergarten |
|
|
|
| RL.K.10: Actively engage in group reading activities with purpose and understanding. |
N/A |
N/A |
N/A |
| Informational Text (Non-Fiction): CL.I.T. |
|
|
|
| Key Ideas and Details |
|
|
|
| Young Infant |
|
|
|
| CL.I.T.i.1: See CL.L.i.1. |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| CL.I.T.mi.1: Responds to a verbal prompt by pointing to requested picture.(e.g.,“Oh look there is a cow,can you show me the cow?”) |
Infants&Toddlers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivea. Points to three objects or people on requestc. Points to most common objects on requestd. Points to three pictures of animals or objects on requesth. Points to 15 or more pictures of animals and/or common objects on request |
| Toddler |
|
|
|
| CL.I.T.t.1:With prompting and support,asks and answers simple questions about text using pictures. |
Infants&Toddlers |
Communication |
14.Conversation Skillsdd.An answers simple questions with a verbal response,gesture,or signee.Answers simple questions with a vocalization or gestureff.Askes yes/no questions with appropriate inflection |
| CL.I.T.t.2:Retells some information from a familiar text using pictures or props as a support with close adult prompting(e.g.,T:Here is a picture of a fire truck,what do you know about fire trucks?). |
Infants&Toddlers |
Communication |
14.Conversation Skillshh.Uses word or sign combinations to describe remote events |
| CL.I.T.t.2:Retells some information from a familiar text using pictures or props as a support with close adult prompting(e.g.,T:Here is a picture of a fire truck,what do you know about fire trucks?). |
Infants&Toddlers |
Cognition/Communication |
12.Attention & Memory:Auditoryt.Independently says or acts out parts of rhymes or songs |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Pre3 |
|
|
|
| CLIT.p3.1: With prompting and support, asks and answers simple questions about the text. |
Preschoolers |
Communication |
14. Conversation Skills |
| h. Responds appropriately to “where” and “why” |
|
|
|
| questions |
|
|
|
| m. Answers “what is,” “whose,” “who,” and “how many” |
|
|
|
| questions appropriately (if not correctly) |
|
|
|
| n. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
|
|
|
| o. Responds appropriately to “what do you do” and “why do we” questions |
|
|
|
| s. Asks questions related to another person's statement in order to maintain a conversation |
|
|
|
| w. Asks and responds appropriately to “how far” questions |
|
|
|
| CLIT.p3.1: With prompting and support, asks and answers simple questions about the text. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
| k. Answers questions (or points to pictures) to indicate where things come from or what they are made of |
|
|
|
| p. Imagines and describes what will happen next in an unfamiliar story or picture |
|
|
|
| CLIT.p3.2: Retells some details of the text using pictures or props as a support. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| g. Remembers incidental information |
|
|
|
| o. Describes events that happened in the past |
|
|
|
| s. Can recall the names of 8-10 pictures when shown an array of 18-20 |
|
|
|
| CLIT.p3.2: Retells some details of the text using pictures or props as a support. |
Preschoolers |
Cognition/Communication |
8. Problem Solving/Reasoning |
| l. Describes simple absurdities seen in pictures or real life |
|
|
|
|
|
Cognition/Communication |
12. Attention & Memory: Auditory |
| h. Recalls one or two elements from an unfamiliar story just read (without prompts) |
|
|
|
| i. Recalls three to four elements from an unfamiliar story just read (without prompts) |
|
|
|
| k. Recalls most of the essential elements in an unfamiliar story just read |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CLIT.p4.1: With prompting and support, asks and answers questions about key details in a text. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialg. Remembers incidental informationo. Describes events that happened in the pasts. Can recall the names of 8-10 pictures when shown an array of 18-208. Problem Solving/Reasoningl. Describes simple absurdities seen in pictures or real life |
| CLIT.p4.1: With prompting and support, asks and answers questions about key details in a text. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditoryh. Recalls one or two elements from an unfamiliar story just read (without prompts)i. Recalls three to four elements from an unfamiliar story just read (without prompts)k. Recalls most of the essential elements in an unfamiliar story just read |
| CLIT.p4.2: With prompting and support, retells key details of a text. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialg. Remembers incidental informationo. Describes events that happened in the pasts. Can recall the names of 8-10 pictures when shown an array of 18-208. Problem Solving/Reasoningl. Describes simple absurdities seen in pictures or real life |
| CLIT.p4.2: With prompting and support, retells key details of a text. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditoryh. Recalls one or two elements from an unfamiliar story just read (without prompts)i. Recalls three to four elements from an unfamiliar story just read (without prompts)k. Recalls most of the essential elements in an unfamiliar story just read |
| CLIT.p4.3: With prompting and support, describes the connection between two events or pieces of information in a text. |
Preschoolers |
Communication |
14. Conversation Skillsn. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| 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. |
N/A |
N/A |
N/A |
| RI.K.3:With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text. |
N/A |
N/A |
N/A |
| Craft and Structure |
|
|
|
| Young Infant |
|
|
|
| CLIT.i.2:Shows interest in books and pictures(e.g., cuddles and looks at caregiver's face while being read to; follows caregiver's gaze to look at a picture in a book; babbles while being read to). |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryn.Atends to stories, repeating words and/or sounds |
| Mobile Infant |
|
|
|
| CLIT.mi.2:Actively participates in book reading, storytelling and singing(e.g., reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child, points to a picture of a dog and makes a barking noise). |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryr.Joins in saying nursery rhymes(repeats parts of them) |
| CLIT.mi.2:Actively participates in book reading, storytelling and singing(e.g., reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child, points to a picture of a dog and makes a barking noise). |
Infants&Toddlers |
Cognition |
5.Attention&Memory:Visual/Spatialr.While sitting on a caregiver's lap, attends to picturebook for at least 5 minutes,patting the pictures orotherwise indicating interest |
| Toddler |
|
|
|
| CLIT.t.3:Exhibits curiosity and interest in learning new vocabulary. |
Infants&Toddlers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressiveq.Listens carefully to new words(may ask for repetition12.Attention&Memory:Auditoryu.Notices and reacts to changes in familiar rhymes,songs,or stories |
| CLIT.t.3:Exhibits curiosity and interest in learning new vocabulary. |
Infants&Toddlers |
Cognition |
5.Attention&Memory:Visual/Spatialr.While sitting on a caregiver's lap,attends to picturebook for at least 5 minutes,patting the pictures orotherwise indicating interest |
| CLIT.t.4:Identifies the front cover of a book in order to orient the book correctly for reading. |
Infants&Toddlers |
Cognition |
5.Attention&Memory:Visual/Spatialcc.Recognizes the covers of several books and labelsthem |
| Pre3 |
|
|
|
| CLIT.p3.3:Exhibits curiosity and interest in learning new vocabulary. |
Preschoolers |
Communication |
14.ConversationSkills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| learning new vocabulary. |
|
|
|
s. Asks questions related to another person's statement in order to maintain a conversationt. Creates interest in a listener by indirect references |
| CLIT.p3.4: Identifies the front and back cover of a book. |
Preschoolers |
Cognition |
|
5. Attention & Memory: Visual/Spatialb. Recognizes the covers of several books and labels them |
| CLIT.p3.5: Understands that books have both illustrations and print. |
Preschoolers |
Cognition |
|
5. Attention & Memory: Visual/Spatialg. Remembers incidental information |
| Pre4 |
|
|
|
|
| CLIT.p4.4: With prompting and support, asks and answers questions about unknown words in a text. |
Preschoolers |
Cognition/Communication |
|
11. Concepts/Vocabulary: Expressivef. Listens carefully to new words (may ask for repetition)g. Repeats new words to selfh. Names pictures of objects not in daily environmento. Asks word meanings or otherwise indicates awareness that words have meaningsq. Uses new word in conversation soon after hearing the word or having been told the meaning of the words |
| CLIT.p4.5: Identifies the front cover, back cover and title page of a book. |
Preschoolers |
CognitionCognition/Communication |
|
5. Attention & Memory: Visual/Spitalg. Remembers incidental information |
| CLIT.p4.5: Identifies the front cover, back cover and title page of a book. |
Preschoolers |
CognitionCognition/Communication |
|
11. Concepts/Vocabulary: Expressivev. Names a class of objects from its members |
| CLIT.P6: With prompting and support describes the role of an author and an illustrator. |
Preschoolers |
Cognition/Communication |
|
11. Concepts/Vocabulary: Expressivev. Names a class of objects from its members |
| Kindergarten(Kansas State Standard: Reading Informational Text: RI) |
|
|
|
|
| RI.K.4: With prompting and support, ask and answer questions about unknown words in a text. |
N/A |
N/A |
|
N/A |
| RI.K.5: Identify the front cover, back cover and title page of a book. |
N/A |
N/A |
|
N/A |
| 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. |
N/A |
N/A |
|
N/A |
| Integration of Knowledge and IdeasYoung Infant |
|
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| book. |
Toddlers |
|
r. While sitting on a caregiver's lap, attends to picture book for at least 5 minutes, patting the pictures or otherwise indicating interestee. Identifies (points to) object or picture shown briefly and shown again in an array of threeff. Identifies (points to) object or picture shown briefly and shown again in an array of four |
| Mobile Infant |
|
|
|
| CLIT.mi.3: See CLL.mi.3. |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| CLIT.t.5: Draws meaning from pictures, print and text. |
Infants&Toddlers |
Communication |
14. Conversation Skillskk. Reads books to others by making multiple-word utterances |
| Pre3 |
|
|
|
| CLIT.p.3.6: With prompting and support, engages in a picture walk to make connections between self, illustrations and the information presented. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivaa. Selects pictures of actions(e.g., eating)c. Selects a similar object/picture when shown a sample and asked to find"another one"d. Selects objects/pictures that are"the same"or"like this"f. Selects objects/pictures to indicate an understanding of at least two relative concepts or comparisonsj. Understands part-whole relationships(e.g., points to the tail of the dog)aa. Answers questions or points to pictures to show an understanding that different activities occur in the daytime and at nightcc. Understands qualitative concepts |
| CLIT.p.3.7: Answers simple"wh"questions about the topic presented in the text(e.g., what, where, when, why). |
Preschoolers |
Communication |
14. Conversation Skillsa. Asks simple questions with a vocalization or gestureh. Responds appropriately to"where"and"why"questionsm. Answers"what is,"whose,"who,"and"how many"questions appropriately(if not correctly)o. Responds appropriately to"what do you do"and"why do we"questions |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
15. Sentence Constructions. Uses complete sentence with correct word order in“wh”questions |
| CLIT.p3.8: With prompting and support identifies similarities between two texts on the same topic(e.g.,in illustrations, descriptions or procedures). |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: AuditoryI.Tells two familiar stories without pictures for help(includes all important parts) |
| Pre4 |
|
|
|
| CLIT.p4.7:With prompting and support,use the illustrations to identify key details in the story. |
Preschoolers |
Communication |
14.Conversation Skillsh.Responds appropriately to“where”和“why” questions |
| CLIT.p4.8:With prompting and support answers“why” questions based on information presented in the text. |
Preschoolers |
Communication |
14.Conversation Skillsh.Responds appropriately to“where”和“why” questionso.Responds appropriately to“What do you do”和“Why do we” questions |
| CLIT.p4.9:With prompting and support,identifies a similarity and difference between two texts on the same topic(e.g.,in illustrations, descriptions or procedures). |
Preschoolers |
Cognition/Communication |
12.Attention&Memory:AuditoryI.Tells two familiar stories without pictures for help(includes all important parts) |
| Kindergarten(Kansas State Standard:Reading Informational Text:RI) |
|
|
|
| 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). |
N/A |
N/A |
N/A |
| RI.K.8:With prompting and support,identify the reasons an author gives to support points in a text. |
N/A |
N/A |
N/A |
| 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). |
N/A |
N/A |
N/A |
| Range of Reading and Level of Text Complexity |
|
|
|
| Young Infant |
|
|
|
| CLIT.i:4.Listens briefly to texts being read |
Infants& |
Cognition/ |
12.Attention&Memory:Auditory |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| with an adult. |
Toddlers |
Communication |
h. Turns head back and forth or reaches to either side for two sounds |
| Mobile Infant |
|
|
|
| CLIT.mi.4: Listens to texts being read by an adult. |
Infants& Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryh. Turns head back and forth or reaches to either side for two sounds |
| Toddler |
|
|
|
| CLIT.t.6: See CL.L.t.6. |
N/A |
N/A |
N/A |
| Pre3 |
|
|
|
| CLIT.p3.9: Actively engages in small group reading activities with purpose and understanding(e.g.,asks for a favorite book to be read,says“I have a car like that”or responds when appropriate to text,with a comment about“my house”). |
Preschoolers |
Personal-Social |
1. Self-Regulation&Responsibilityb. Plays comfortably in a small group of childrenj. Responds appropriately to instructions given in a small group |
| Pre4 |
|
|
|
| CLIT.p4.10: Actively engages in large and small group reading activities with purpose and understanding(e.g.,asks for a favorite book to be read,makes appropriate noises for different animals or vehicles). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsc. Works collaboratively toward a goal with peers |
| Kindergarten(Kansas State Standard:Reading Informational Text:RI) |
|
|
|
| RI.K.10: Actively engage in group reading activities with purpose and understanding. |
N/A |
N/A |
N/A |
| Foundational Skills:CL.F. |
|
|
|
| Print Concepts(CL.F-PC) |
|
|
|
| Young Infant |
|
|
|
| CLF.i.1: Explores books by touching,patting and mouthing. |
Infants& Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialr. While sitting on a caregiver's lap,attends to picture book for at least 5 minutes,patting the pictures or otherwise indicating interest |
| Mobile Infant |
|
|
|
| CLF.mi.1: Explores a book by turning the pages(may be more than one at a time or back to front). |
Infants& Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialr. While sitting on a caregiver's lap,attends to picture book for at least 5 minutes,patting the pictures or |
|
|
|
otherwise indicating interest |
| CL.F.mi.2: Plays with objects with letters on them(e.g., alphabet blocks)。 |
Infants&Toddlers |
Cognition |
7. Functional Use of Objects&Symbolic Playi. Manipulates books by looking,patting,pointing,or turning pages(may use as a hinge) |
| Toddler |
|
|
|
| CL.F.t.1: Holds book right side up to look at pictures。 |
Infants&Toddlers |
Cognition |
7. Functional Use of Objects&Symbolic Playh. Orients materials appropriately(e.g.,turns cup right side up,places cars on wheels |
| CL.F.t.2: Begins to demonstrate an understanding that print conveys meaning(e.g.,pretends to read a favorite book)。 |
Infants&Toddlers |
Cognition/Communication |
12. Attention Memory: Auditorys.Says or sings at least two nursery rhymes or songs in a group with an adultu.Notices and reacts to changes in familiar rhymes,songs,or stories |
| Pre3 |
|
|
|
| CL.F.p3.1: Demonstrates understanding of the organization and basic features of print。 |
Preschoolers |
Cognition |
5. Attention Memory: Visual/Spatialb.Recognizes the covers of several books and labels themc.Recognizes familiar signs |
| CL.F.p3.1a: Demonstrates an understanding of how print is read(i.e.,left to right,top to bottom,front to back)。 |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivek. Understands“up,”“down,”“top,”and“bottom”v.Understands“backward”和“forward” |
| CL.F.p3.1b: Demonstrates an understanding that print conveys meaning(i.e.,environmental print)。 |
Preschoolers |
Cognition |
5. Attention Memory: Visual/Spitalb.Recognizes the covers of several books and labels themc.Recognizes familiar signs |
| CL.F.p3.1b: Demonstrates an understanding that print conveys meaning(i.e.,environmental print)。 |
Preschoolers |
Communication |
14. Conversation Skillsc.Requests assistance |
| CL.F.p3.1c: Recognizes letters in their name。 |
Preschoolers |
Cognition |
5. Attention Memory: Visual/Spitalc.Recognizes familiar signs |
| Pre4 |
|
|
|
| CL.F.p4.1: Demonstrates understanding of the organization and basic features of print。 |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivel.Names objects by functions |
| CL.F.p4.1a: Follows words from left to right,top to bottom and page by page。 |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiv. Understands“backward”和“forward” |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CL.F.p4.1b: Recognizes that spoken words are represented in written language by specific sequences of letter. |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveu.Recognizes at least 10 uppercase lettersy.Distinguishes between letters and numbers11.Concepts/Vocabulary:Expressiveo.Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL.F.p4.1c: Recognizes that letters are grouped to form words. |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveu.Recognizes at least 10 uppercase lettersy.Distinguishes between letters and numbers |
| CL.F.p4.1d: Recognizes and names some upper; and lowercase letters in addition to those in first name. |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveu.Recognizes at least 10 uppercase lettersy.Distinguishes between letters and numbers11.Concepts/Vocabulary:Expressivet.Labels most uppercase letters |
| Kindergarten(Kansas State Standard:Reading Foundation Skills:RF) |
|
|
|
| RF.K.1:Demonstrate understanding of the organization and basic features of print. |
N/A |
N/A |
N/A |
| RF.K.1a:Follow words from left to right,top to bottom and page by page. |
N/A |
N/A |
N/A |
| RF.K.1b:Recognize that spoken words are represented in written language by specific sequences of letters. |
N/A |
N/A |
N/A |
| RF.K.1c:Understand that words are separated by spaces in print. |
N/A |
N/A |
N/A |
| RF.K.1d:Recognize and name all upper; and lowercase letters of the alphabet. |
N/A |
N/A |
N/A |
| Phonological Awareness |
|
|
|
| Young Infant |
|
|
|
| CL.F.i.2:Plays and experiments with sounds through cooing,babbling and simple sounds(e.g.,“ee,ah,da,pa,ma”). |
Infants& Toddlers |
Communication |
14.Conversation Skillsd.Vocalizes five or more consonant and vowel soundsf.Repeats vocalizations and/or gestures that elicit reactions16.Imitation:Vocalc.Repeats sounds just made when imitated by caregiverd.Shifts sounds(imitates sounds in repertoire when made by caregiver) |
|
|
|
The Carolina Curriculum Sequence, Item |
|
|
|
e. Imitates inflectionf. Experiments with making own mouth move like that of an adultg. Attempts to match new soundsh. Imitates familiar two-syllable words without syllable changesi. Imitates familiar two-syllable words with syllable changesj. Imitates most novel one-syllable wordsk. Imitates a variety of novel two-syllable words |
| Mobile Infant |
|
|
|
| CL.F.mi.3: Shows a varied response to sounds in the environment. |
Infants&Toddlers |
Communication |
16. Imitation:Vocala. Quets to voiceb. Looks at person who is talkingc. Repeats sounds just made when imitated by caregiverd. Shifts sounds (imitates sounds in repertoire when made by caregiver)e. Imitates inflection |
| CL.F.mi.4:Demonstrates enjoyment when listening to nursery rhymes,finger plays,jingles,songs and books that are read to them(e.g.,smiles,laughs,pats pictures with hand). |
Infants&Toddlers |
Communication |
14. Conversation Skillsa. Smiles to person who is talking and/or gesturingb. Provides consistent signals for states of hunger,distress,and pleasuree. Laughs |
| CL.F.mi.4:Demonstrates enjoyment when listening to nursery rhymes,finger plays,jingles,songs and books that are read to them(e.g.,smiles,laughs,pats pictures with hand). |
Infants&Toddlers |
Cognition |
5. Attention & Memory:Visual/Spatialr. While sitting on a caregiver's lap,attends to picture book for at least 5 minutes,patting the pictures or otherwise indicating interest |
| Toddler |
|
|
|
| CL.F.t.3:Differentiates between sounds that are the same and different(e.g.,bell vs.drum). |
Infants&Toddlers |
Cognition/Communication |
12. Attention &Memory:Auditoryl. Shows recognition of a few familiar soundsm. Makes sounds associated with pictures or objectso. Matches objects to their soundsp. Identifies objects,people,and events by their sounds |
| CL.F.t.4:Participates in saying words in nursery rhymes,finger plays,jingles,songs and books that are read to them. |
Infants&Toddlers |
Cognition/Communication |
12. Attention &Memory:Auditoryr. Joins in saying nursery rhymes(repeats parts of them)s. Says or sings at least two nursery rhymes or songs in a |
|
|
|
The Carolina Curriculum Sequence, Item group with an adult t. Independently says or acts out parts of rhymes or songs |
| Pre3 |
|
|
|
| CL.F.p3.2: Plays with the sounds of language. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words (may ask for repetition)g.Repeats new words to self |
| CL.F.p3.2a:Differentiates between sounds that are the same and different(e.g.,environmental sounds,animal sounds,phonemes). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words (may ask for repetition)g.Repeats new words to self |
| CL.F.p3.2b:Distinguishes whether two words rhyme or not. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words (may ask for repetition)p.Makes rhymes to simple words12.Attention & Memory:Auditoryd.Notices and reacts to changes in familiar rhymes,songs,or stories |
| CL.F.p3.2c:Blends compound words and syllables in spoken words(e.g.,base+ball=baseball;/d+ad=dad). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words (may ask for repetition) |
| CL.F.p3.2c:Blends compound words and syllables in spoken words(e.g.,base+ball=baseball;/d+ad=dad). |
Preschoolers |
Communication |
14.Conversation Skillsg.Reads books to others by making multiple-word utterancesp.Reads a story aloud to self or another person while looking at pictures in book |
| CL.F.p3.2d:Identifies two words that start with the same sound(e.g.,ball and bat both start with the/b/sound). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expensivef.Listens carefully to new words (may ask for repetition) |
| CL.F.p3.2d:Identifies two words that start with the same sound(e.g.,ball and bat both start with the/b/sound). |
Preschoolers |
Communication |
14.Conversation Skillsg.Reads books to others by making multiple-word utterancesp.Reads a story aloud to self or another person while looking at pictures in book |
| Pre4 |
|
|
|
| CL.F.p4.2:Demonstrates understanding of spoken words,syllables and sounds(i.e.,phonemes): |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expensivef.Listens carefully to new words (may ask for repetition) |
| CL.F.p4.2:Demonstrates understanding of spoken words,syllables and sounds(i.e.,phonemes): |
Preschoolers |
Communication |
14.Conversation Skills |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item utterances p. Reads a story aloud to self or another person while looking at pictures in book |
| CL.F.p4.2a: Recognizes and produces rhyming words. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivep.Makes rhymes to simple words12.Attention & Memory:Auditorya.Joins in saying nursery rhymes (repeats parts of them)b.Says or sings at least two nursery rhymes or songs in a group with an adultc.Independently says or acts out parts of rhymes or songse.Completes lines of familiar rhymes or songsf.Sings complete nursery songs or says complete rhymes of four to six linesg.Sings songs or says rhymes of 10-15 lines some lines may be repeated) |
| CL.F.p4.2b: Blends and segments syllables in spoken words(e.g./f+/i+/sh=fish;or clapping or snapping out syllables ap-ple=2 claps). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words(may ask for repetition) |
| CL.F.p4.2b: Blends and segments syllables in spoken words(e.g./f+/i+/sh=fish;or clapping or snapping out syllables ap-ple=2 claps). |
Preschoolers |
Communication |
14.Conversation Skillsg.Reads books to others by making multiple-word utterancesp.Reads a story aloud to self or another person while looking at pictures in book |
| CL.F.p4.2c:With prompting and support blends and segments initial sounds(i.e., onset)and ending sounds(i.e., rime)of single syllable words(e.g./d+/og=dog). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words(may ask for repetition) |
| CL.F.p4.2c:With prompting and support blends and segments initial sounds(i.e., onset)and ending sounds(i.e., rime)of single syllable words(e.g./d+/og=dog). |
Preschoolers |
Communication |
14.Conversation Skillsg.Reads books to others by making multiple-word utterancesp.Reads a story aloud to self or another person while looking at pictures in book |
| CL.F.p4.2d:States the initial sound(phoneme)in consonant-vowel-consonant(CVC)words(e.g.,cat starts with/c/). |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words(may ask for repetition) |
| CL.F.p4.2d:States the initial sound(phoneme)in consonant-vowel-consonant(CVC)words(e.g.,cat starts with/c/). |
Preschoolers |
Communication |
14.Conversation Skillsg.Reads books to others by making multiple-word utterancesp.Reads a story aloud to self or another person while looking at pictures in book |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item looking at pictures in book |
| Kindergarten(Kansas State Standard: Reading Foundation Skills: RF) |
|
|
|
| RF.K.2b:Count, pronounce, blend and segment syllables in spoken words. |
N/A |
N/A |
N/A |
| RF.K.2c:Blend and segment onsets and rimes of single-syllable spoken words. |
N/A |
N/A |
N/A |
| RF.K.2d:Isolate and pronounce the initial, medial vowel and final sounds(i.e.,phonemes)in three-phoneeme(i.e.,consonant-vowel-consonant or CVC)words.*This does not include CVS ending with /I/,/r/or/x/. |
N/A |
N/A |
N/A |
| RF.K.2e:Add or substitute individual sounds(i.e.,phonemes)in simple,one-syllable words to make new words. |
N/A |
N/A |
N/A |
| Phonics and Word Recognition |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Pre3 |
|
|
|
| CL.F.p3.3:Knows and applies age-appropriate word analysis skills. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressiveo.Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL.F.p3.3:Knows and applies age-appropriate word analysis skills. |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching & Sortingf.Matches uppercase lettersi.Matches lowercase lettersn.Matches name and short words |
| CL.F.p3.3a:Begins to identify own name in print. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressiveo.Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL.F.p3.3a:Begins to identify own name in print. |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching & Sortingn.Matches name and short words |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CL.F.p3.3b: Begins to recognize and “read” familiar words or environmental print. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialc. Recognizes familiar signs |
| CL.F.p3.3b: Begins to recognize and “read” familiar words or environmental print. |
Preschoolers |
Communication |
14. Conversation Skillsp. Reads a story aloud to self or another person while looking at pictures in a book |
| Pre 4 |
|
|
|
| CL.F.p4.3: Knows and applies age appropriate word analysis skills in decoding words. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveu. Recognizes at least 10 uppercase lettersy. Distinguishes between letters and numbers11. Concepts/Vocabulary: Expressiveo. Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL.F.p4.3a: Demonstrates basic knowledge of letter-sound correspondence by producing the sound of some letters. |
Preschoolers |
Communication |
14. Conversation Skillsp. Reads books to others by making multiple-word utterances |
| CL.F.p4.3b: Identifies own name in print. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveu. Recognizes at least 10 uppercase lettersy. Distinguishes between letters and numbers |
| CL.F.p4.3b: Identifies own name in print. |
Preschoolers |
Cognition |
6-II. Visual Perception: Matching & Sortingn. Matches name and short words |
| CL.F.p4.3c: Recognizes and “reads” familiar words or environmental print. |
Preschoolers |
Cognition/Communication |
5. Attention & Memory: Visual/Spitalc. Recognizes familiar signs14. Conversation Skillsp. Reads books to others by making multiple-word utterances |
| Kindergarten(Kansas State Standard: Reading Foundation Skills: RF) |
|
|
|
| RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words. |
N/A |
N/A |
N/A |
| RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. |
N/A |
N/A |
N/A |
| RF.K.3b: Associate the long and short sounds with common spellings(graphemes) for the five major vowels. |
N/A |
N/A |
N/A |
| RF.K.3c: Read common high-frequency words |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| 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. |
N/A |
N/A |
N/A |
| Fluency |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| CL.F.mi.5: Begins to vocalize as if reading when looking at a book. |
Infants & Toddlers |
Communication |
14. Conversation Skills |
| kk. Reads books to others by making multiple-word utterances |
|
|
|
| Toddler |
|
|
|
| CL.F.t.5: “Reading” may capture the tone of voice and stress on words the caregivers have when reading a book. |
Infants & Toddlers |
Fine Motor |
17. Imitation: Motor |
| c. Imitates an activity in repertoire after observing caregiver doing that activity |
|
|
|
| h. Imitates gestures or signs caregiver commonly uses m. Imitates postures or actions that do not involve props |
|
|
|
| Pre 3 |
|
|
|
| CL.F.p3.4: Displays emergent reading behaviors with purpose and understanding using a familiar book (e.g., pretend reading). |
Preschoolers |
Communication |
14. Conversation Skills |
| g. Reads books to others by making multiple-word utterances |
|
|
|
| p. Reads a story aloud to self or another person while looking at pictures in a book |
|
|
|
| Pre 4 |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Kindergarten (Kansas State Standard: Reading Foundation Skills: RF) |
|
|
|
| RF.K.4: Read emergent-reader texts with purpose and understanding. |
N/A |
N/A |
N/A |
| Writing: CL.W. |
|
|
|
| Text Types and Purposes |
|
|
|
| Young Infant |
|
|
|
| CL.W.i.1: Shows ability to transfer and manipulate an object with hands (e.g., grasps a rattle, lets go of it and tries to grasp it) |
Infants & Toddlers |
Fine Motor |
18. Grasp & Manipulation |
| k. Manipulates objects with hands and fingers |
|
|
|
| l. Releases one object to take another |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| again). |
|
|
m. Grasps an object, using thumb against index and middle fingers |
| e. Transfers objects from hand to hand |
|
|
|
| CL.W.i.2: Grasps objects using entire hand. |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulation |
| f. Grasps object that is placed in hand(i.e.,not reflexive grasp) |
|
|
|
| m. Grasps an object, using thumb against index and middle fingers |
|
|
|
| t. Grasps two small objects with one hand |
|
|
|
| Mobile Infant |
|
|
|
| CL.W.mi.1: Picks up objects between thumb and finger(i.e.,pincer grasp). |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulation |
| n. Uses inferior pincer grasp(i.e.,thumb against side of index finger) |
|
|
|
| p. Uses neat pincer grasp(i.e.,thumb against tip of index finger) |
|
|
|
| CL.W.mi.2: Uses a full-hand grasp to hold a writing tool to make scribbles. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skills |
| a. Marks paper with writing implement |
|
|
|
| b. Scribbles spontaneously |
|
|
|
| Toddler |
|
|
|
| CL.W.t.1: Uses thumb and fingers of one hand to hold writing tool. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skills |
| a. Marks paper with writing implement |
|
|
|
| CL.W.t.2: Begins to use drawing to represent objects and ideas(e.g.,scribbles a picture and labels it after the fact,pretends to write own name,draws a circle and straight line after watching someone else do it). |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skills |
| g.Pretends to write |
|
|
|
| Pre3 |
|
|
|
| CL.W.p3.1: Uses drawing,scribbling,letter like forms,random letter strings and/or dictation to express thought and ideas. |
Preschoolers |
Fine Motor |
19. Bilateral Skills |
| b.Unbuttons large buttons |
|
|
|
| g.Ties single knot |
|
|
|
| h.Laces two holes in shoe |
|
|
|
| Pre4 |
|
|
|
| CL.W.p4.1: Uses a combination of drawing,dictating or emergent writing to express thoughts and ideas. |
Preschoolers |
Fine Motor |
19. Bilateral Skills |
| b.Unbuttons large buttons |
|
|
|
| g.Ties single knot |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
h. Laces two holes in shoes |
| Kindergarten (Kansas State Standard: Writing: W) |
|
|
|
| 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...). |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| Production and Distribution of Writing |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Pre3 |
|
|
|
| CL.W.p3.2:Uses consistent marks to represent name when writing. |
Preschoolers |
Fine Motor |
18.Grasp&Manipulationg.Holds writing implement with fingers in tripod position21.Visual-Motor Skillsb.Pretends to write |
| CL.W.p3.2:Uses consistent marks to represent name when writing. |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching&Sortingh.Matches at least eight geometric shapes |
| CL.W.p3.3:With guidance and support,imitates shapes and strokes. |
Preschoolers |
Fine Motor |
21.Visual-Motor Skillsa.Imitates horizontal stroke |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
|
|
c. Copies a circle with a circular scribblef. Copies a circleg. Copies a crossh. Draws a person with a head and at least one featurei. Cuts on a straight line, staying within 1/2 inch of thelinel. Copies a squarem. Draws simple representational pictureso. Traces outline of simple stencilp. Draws a person with a head and eight features |
| CL.W.p3.4:With guidance and support,explores a variety of digital tools to expressideas(e.g.,asks for help searching the internetfor pictures of animals to illustrate a book“MyFavorite Animals”). |
Preschoolers |
Cognition |
7. Functional Use of Objects & Symbolic Playf. Uses materials to construct other objectsh. Describes own activities during play |
| CL.W.p3.4:With guidance and support,explores a variety of digital tools to expressideas(e.g.,asks for help searching the internetfor pictures of animals to illustrate a book“MyFavorite Animals”). |
Preschoolers |
Fine Motor |
19. Bilateral Skillsm. Consistently uses same hand for skilled activitiesi. Responds appropriately to statements or questionsinvolving regular plurals |
| Pre4 |
|
|
|
| CL.W.p4.2:Recognizably writes a majority ofthe letters in their name. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsb. Pretends to write |
| CL.W.p4.3:With guidance and support,responds to questions and suggestionsand adds details to drawings or emergent writingas needed. |
Preschoolers |
Communication |
13. Verbal Comprehensionc. Responds to yes/no questions with appropriate wordsor gesturesi. Responds appropriately to statements or questionsinvolving regular plurals14. Conversation Skillsn. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
| CL.W.p4.4:With guidance and support,explores a variety of digital tools to produceand publish emergent writing(e.g.,uses theclass camera to record the growth of the class garden;asks for help searching the internetfor pictures of animals to illustrate a book ordirections for a task). |
Preschoolers |
Cognition |
7. Functional Use of Objects & Symbolic Playf. Uses materials to construct other objectsh. Describes own activities during play |
| CL.W.p4.4:With guidance and support,explores a variety of digital tools to produceand publish emergent writing(e.g.,uses theclass camera to record the growth of the class garden;asks for help searching the internetfor pictures of animals to illustrate a book ordirections for a task). |
Preschoolers |
Fine Motor |
19. Bilateral Skillsm. Consistently uses same hand for skilled activities |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Kindergarten(Kansas State Standard:Writing:W) |
|
|
|
| W.K.4:(Begins in grade3) |
N/A |
N/A |
N/A |
| W.K.5:With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| Research to Build and Present Knowledge |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| CL.W.t.3:Participates in conversations about past events. |
Infants&Toddlers |
Communication |
14.ConversationSkillsjj.Sustains conversation for several turns15.Grammatical Structurec.Uses two-word utterances to indicate nonexistence and recurrence |
| Pre3 |
|
|
|
| CL.W.p3.5:Participates in shared writing projects(e.g.,contributes to class chart about a topic of interest). |
Preschoolers |
Communication |
14.ConversationSkillsl.Describes events occurring in the environment |
| CL.W.p3.6:With guidance and support from adults, collaborates with peers to recall information from experiences. |
Preschoolers |
Communication |
14.ConversationSkillsd.Uses word or sign combinations to describe remote events |
| Pre4 |
|
|
|
| CL.W.p4.5:Participates in shared research and writing projects(e.g.,explores a number of books by a favorite author and expresses opinions about them). |
Preschoolers |
Communication |
14.ConversationSkillsd.Uses word or sign combinations to describe remote events |
| CL.W.p4.6:With guidance and support from adults, recalls information from experiences |
Preschoolers |
Communication |
14.ConversationSkillsd.Uses word or sign combinations to describe remote events |
| or gathers information from provided sources to answer a question. |
|
|
events |
| l. Describes events occurring in the environment |
|
|
|
| Kindergarten(Kansas State Standard: Writing:W) |
|
|
|
| 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). |
N/A |
N/A |
N/A |
| W.K.8:With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
N/A |
N/A |
N/A |
| Speaking and Listening:CLSL. |
|
|
|
| Comprehension and Collaboration |
|
|
|
| Young Infant |
|
|
|
| CL.SL.i.1:Reacts to adults through vocalizations and/or facial expressions in response to social contact and sounds produced by others. |
Infants&Toddlers |
Communication |
13. Verbal Comprehensiona.Appropriately reacts to tone of voice and/or some facial expressions |
| CL.SL.i.2:Listens to and begins to respond to familiar words(e.g.,own name,bottle,mom). |
Infants&Toddlers |
Communication |
13. Verbal Comprehensionb.Turns to the direction from which name is being calledc.Stops activity when name is callede.Responds with correct gestures to“up”and“bye-bye”f.Responds to“no”(briefly stops activity)g.Responds to“give me”(spoken or signed) |
| CL.SL.i.3:Uses gestures,movements or vocalizations to gain attention of a familiar person. |
Infants&Toddlers |
Communication |
14. Conversation Skillsk.Makes requests by directing caregiver's attention |
| Mobile Infant |
|
|
|
| CL.SL.mi.1:Interacts with caregivers and peers using gestures,sounds and words(e.g.,waves,shakes head“no”,reaches to be lifted up). |
Infants&Toddlers |
Communication |
14. Conversation Skillsi.Waits for adult to take a turnn.Uses eye gaze to select another person as partner for a communication exchanger.Plays reciprocal games(e.g.,Peek-a-boo,clapping,taking turns making sounds)t.Seeks adult's assistance in exploring the environment |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
by vocalizing, pointing, or using other communicative signalsv. Greets familiar people with an appropriate vocalization or signjj. Sustains conversation for several turns |
| CL.SL.mi.2: Shows understanding of simple requests and of statements referring to people and objects around him or her(e.g., shakes head for“no”, says“mama”). |
Infants&Toddlers |
Communication |
13. Verbal Comprehensionh. Follows two or more simple commands(one object, one action), spoken or signedk. Understands“look”l. Understands words used to inhibit actions(e.g., “wait,”“stop,”“get down,”“my turn”)m. Follows commands in familiar contextsn. Follows two-part related commands in novel contextso. Follows three-part commands(three objects and one action, three actions and one object, or three objects related by activity) |
| CL.SL.mi.3: Uses gestures, movements or vocalizations to initiate interactions to get needs met(e.g., reaches to be lifted up, points to desired item). |
Infants&Toddlers |
Communication |
14. Conversation Skillsg. Indicates interest in toy or object through eye gaze, reaching, or vocalizationh. Requests continued action of familiar toy,song,or activity by body movements,eye contact,and/or vocalizationsk. Makes requests by directing caregiver's attentionl. Indicates“no more”和“I don't like this"by vocalization,turning,or pushing awaym. Notices and vocalizes when primary caregiver prepares to leaven. Uses eye gaze to select another person as partner for a communication exchangeo. Changes pitch/volume to signify intensity of desiresp. Raises arms to be picked ups. Uses words or signs to express wantsgg. Requests assistance |
| Toddler |
|
|
|
| CL.SL.t.1: In a conversation with a peer or caregiver: |
Infants&Toddlers |
Communication |
14. Conversation Skillsjj. Sustains conversation for several turns |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CLSL.t.1a: Answers simple questions and begins to ask questions using inflection and intonation. |
Infants & Toddlers |
Communication |
14. Conversation Skillsdd. Answers simple questions with a verbal response, gesture, or sign |
| CLSL.t.1b: Sustains a conversation with two or more turns. |
Infants & Toddlers |
Communication |
14. Conversation Skillsjj. Sustains conversation for several turns |
| CLSL.t.2: Confirms understanding of information presented orally through verbalizations of one or two words or actions. |
Infants & Toddlers |
Communication |
14. Conversation Skillsj. Begins to coordinate looking with listening |
| CLSL.t.3: Uses language to seek help, get information or clarify something that is not understood. |
Infants & Toddlers |
Communication |
14. Conversation Skillss. Uses words or signs to express wantsee. Asks simple questions with a vocalization or gesture gg. Requests assistance |
| Pre 3 |
|
|
|
| CLSL.p3.1: Participates in collaborative conversations with diverse partners about preschool topics with peers and adults in small groups. |
Preschoolers |
Communication |
14. Conversation Skillsd. Uses word or sign combinations to describe remote eventsf. Sustains conversation for several turnsl. Describes events occurring in the environmentu. Communicates knowledge about the world to peers and adults |
| CLSL.p3.1a: Beginning to follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topic under discussion). |
Preschoolers |
Communication |
14. Conversation Skillsf. Sustains conversation for several turns |
| CLSL.p3.1b: Continues a conversation through three or more exchanges. |
Preschoolers |
Communication |
14. Conversation Skillsf. Sustains conversation for several turns |
| CLSL.p3.2: Confirms understanding of information presented orally or through other media by answering simple (e.g., what, where, who) questions and asking questions if something is not understood. |
Preschoolers |
Communication |
14. Conversation Skillsa. Asks simple questions with a vocalization or gestureb. Asks yes/no questions with appropriate inflection m. Answers “what is,” “whose,” “who,” and “how many” questions appropriately (if not correctly)s. Asks questions related to another person’s statement in order to maintain a conversation |
| Pre 4 |
|
|
|
| CLSL.p4.1: Participates in collaborative conversations with diverse partners about |
Preschoolers |
Communication |
14. Conversation Skillsf. Sustains conversation for several turns |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| preschool topics and texts with peers and adults in small and larger groups. |
|
|
i. Changes speech depending on listener s. Asks questions related to another person's statement in order to maintain a conversation |
| CL.SL.p4.1a: Follows agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). |
Preschoolers |
Communication |
14. Conversation Skills f. Sustains conversation for several turns s. Asks questions related to another person's statement in order to maintain a conversation v. Explains social conventions or rules to peers |
| CL.SL.p4.1b. Continues a conversation through multiple exchanges, staying on topic. |
Preschoolers |
Communication |
14. Conversation Skills f. Sustains conversation for several turns s. Asks questions related to another person's statement in order to maintain a conversation |
| CL.SL.p4.2: Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering reasoning questions (e.g., why, how) about key details and requesting clarification if something is not understood. |
Preschoolers |
Communication |
14. Conversation Skills r. Communicates cause-and-effect relationships s. Asks questions related to another person's statement in order to maintain a conversation |
| Kindergarten(Kansas State Standard: Speaking and Listening: SL) |
|
|
|
| SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
N/A |
N/A |
N/A |
| 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). |
N/A |
N/A |
N/A |
| SL.K.1b: Continue a conversation through multiple exchanges. |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| SL.K.3: Ask and answer questions in order to seek help, get information or clarify. |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| something that is not understood. |
|
|
|
| Presentation of Knowledge and Ideas |
|
|
|
| Young Infant |
|
|
|
| CLSL.i.4: Uses gestures, movements or vocalizations to communicate wants and needs. |
Infants&Toddlers |
Communication |
14.ConversationSkillss.Uses words or signs to express wantscc.Uses words or signs to request actions |
| CLSL.i.5: Uses differing cries to signal various needs. |
Infants&Toddlers |
Communication |
14.ConversationSkillsb.Provides consistent signals for states of hunger,distress,and pleasure |
| CLSL.i.6: Uses some consonant-vowel(CV) combinations(e.g.,ba,pa,ma). |
Infants&Toddlers |
Communication |
14.ConversationSkillsd.Vocalizes five or more consonant and vowel sounds |
| CLSL.i.6: Uses some consonant-vowel(CV) combinations(e.g.,ba,pa,ma). |
Infants&Toddlers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivea.Vocalizes repetitive consonant-vowel combinations |
| Mobile Infant |
|
|
|
| CLSL.mi.4:Demonstrates an understanding of a few simple concepts(e.g.,puts hands up to indicate they are"so big"or pulls hand away when something is hot). |
Infants&Toddlers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivea.Points to three a.Quiets when presented with noise |
| CLSL.mi.5:Speaks so that familiar adults can understand about 50% of what child says. |
Infants&Toddlers |
Communication |
14.ConversationSkillsjj.Sustains conversation for several turns |
| Toddler |
|
|
|
| CLSL.t.4:Uses words to label actions. |
Infants&Toddlers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivem.Makes sounds associated with pictures or objects11.Concepts/Vocabulary:Expressiveb.Uses two or more gestures associated with verbal concepts(e.g.,"all gone,""so big,""more,""bye-bye)"d.Uses two or more words to label objects or to name peoplef.Uses seven or more words to label objects or people |
| CLSL.t.5:Expresses wants and needs,likes and dislikes. |
Infants&Toddlers |
Communication |
14.ConversationSkillss.Uses words or signs to express wantscc.Uses words or signs to request actions |
| CLSL.t.6:Speaks so that familiar listeners are able to understand ideas,feeling and need. |
Infants&Toddlers |
Communication |
14.ConversationSkillsjj.Sustains conversation for several turns15.GrammaticalStructurei.Uses personal pronouns |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
j. Uses prepositional phrases |
| Pre3 |
|
|
|
| CL.SL.p3.3: Uses some basic qualitative (e.g., wet/dry, hot/cold) and quantitative (e.g., more/less, empty/full) concepts to describe familiar people, places, things and events. |
Preschoolers |
Communication |
15. Sentence Constructionv. Uses comparatives |
| CL.SL.p3.4: Able to describe objects and actions depicted in pictures. |
Preschoolers |
Communication |
15. Sentence Constructiond. Uses auxiliary verbs, usually shortened (e.g.,“gonna,”“wanna,”“hafta”)o. Uses most irregular past-tense verb forms correctlyp. Uses correct verb forms, both irregular and regular, for past, present, and future actionsr. Uses verbal nouns and/or verbal adjectivesu. Uses endings on verbs or nouns to indicate the activity of a person or thing |
| CL.SL.p3.5: Speaks so that unfamiliar listeners are usually able to understand ideas, feelings and needs. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsg. Converses with peersq. Listens to peers and discusses ideas or observations3. Self Conceptj. Talks about own feelings in relation to events |
| Pre4 |
|
|
|
| CL.SL.p4.3: Uses some basic spatial (e.g., front/back, top/bottom) and temporal (e.g., first/last, before/after) concepts to describe familiar people, places, things and events. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivebb. Understands time conceptscc. Understands qualitative concepts10. Concepts/Vocabulary: Receptivebb. Understands time conceptscc. Understands qualitative concepts |
| CL.SL.p4.4: Able to tell another person about what they have drawn. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsg. Converses with peersq. Listens to peers and discusses ideas or observations |
| CL.SL.p4.5: Speaks understandably to express ideas, feelings and needs. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsg. Converses with peersq. Listens to peers and discusses ideas or observations3. Self Conceptj. Talks about own feelings in relation to events |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SL.K.4: Describe familiar people, places, things and events and, with prompting and support, provide additional detail. |
N/A |
N/A |
N/A |
| SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. |
N/A |
N/A |
N/A |
| SL.K.6: Speak audibly and express thoughts, feelings and ideas clearly. |
N/A |
N/A |
N/A |
| Language Standards |
|
|
|
| Conventions of Standard English |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Pre 3 |
|
|
|
| CL.LS.p3.1: Demonstrates emerging understanding of the conventions of standard English grammar and usage when writing or speaking. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveu. Recognizes at least 10 uppercase lettersy. Distinguishes between letters and numbers11. Concepts/Vocabulary: Expressivet. Labels most uppercase letters |
| CL.LS.p3.1: Demonstrates emerging understanding of the conventions of standard English grammar and usage when writing or speaking. |
Preschoolers |
Communication |
15. Sentence Constructioni. Uses three-word phrases to specify, to indicate rejection,and/or to describej. Uses three- to four-word complete sentences that include subject-verb-object |
| CL.LS.p3.1a: Begins to make letter like forms and print some letters (e.g.,letters in their name). |
Preschoolers |
Fine Motor |
18. Grasp & Manipulationg. Holds writing implement with fingers in tripod position21. Visual-Motor Skillsb. Pretends to write |
| CL.LS.p3.1a: Begins to make letter like forms and print some letters (e.g.,letters in their name). |
Preschoolers |
Cognition |
6.II. Visual Perception: Matching & Sortingf. Matches uppercase lettersl. Matches lowercase letters |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CLLS.p3.1b: Uses frequently occurring nouns and verbs when speaking. |
Preschoolers |
Communication |
15. Sentence Constructiond. Uses auxiliary verbs, usually shortened (e.g., “gonna,” “wanna,” “hafta”)o. Uses most irregular past-tense verb forms correctlyp. Uses correct verb forms, both irregular and regular, for past, present, and future actionsr. Uses verbal nouns and/or verbal adjectives |
| CLLS.p3.1c: Beginning to form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). |
Preschoolers |
Communication |
15. Sentence Constructionc. Uses “-s” on the ends of some words to form plurals |
| CLLS.p3.1d: Understands and uses some question words (i.e., interrogatives) (e.g., who, what, where, when, why, how). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveaa. Answers questions or points to pictures to show an understanding that different activities occur in the daytime and at night |
| CLLS.p3.1d: Understands and uses some question words (i.e., interrogatives) (e.g., who, what, where, when, why, how). |
Preschoolers |
Communication |
14. Conversation Skillsa. Asks simple questions with a vocalization or gestureb. Asks yes/no questions with appropriate inflectionh. Responds appropriately to “where” and “why”questionsm. Answers “what is,” “whose,” “who,” and “how many”questions appropriately (if not correctly)s. Asks questions related to another person's statementin order to maintain a conversationw. Asks and responds appropriately to “how far”questions |
| CLLS.p3.1e: Uses some prepositions (e.g., to, from, in, out, on, off, for, of, by, with). |
Preschoolers |
Communication |
10. Concepts/Vocabulary: Receptivek. Understands “up,” “down,” “top,” and “bottom”l. Understands “under,” “over,” “next to,” and “beside”15. Sentence Constructionh. Uses prepositional phrase |
| CLLS.p3.1f: Communicates using at least 3-4 word sentences. |
Preschoolers |
Communication |
15. Sentence Constructioni. Uses three-word phrases to specify, to indicate rejection, and/or to describej. Uses three-to four-word complete sentences that include subject-verb-object |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CL.LS.p3.2:Demonstrates a beginning awareness of writing by using strings of letter-like forms or a series of random letters. |
Preschoolers |
Cognition/Communication |
“wh” questions |
10.Concepts/Vocabulary:Receptivet.Selects members of a classu.Recognizes at least 10 uppercase lettersy.Distinguishes between letters and numbers |
| CL.LS.p3.2:Demonstrates a beginning awareness of writing by using strings of letter-like forms or a series of random letters. |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching & Sortingf.Matches uppercase lettersl.Matches lowercase letters |
|
| Pre4 |
|
|
|
|
| CL.LS.p4.1:Demonstrates an emerging command of the conventions of standard English grammar and usage when writing or speaking. |
Preschoolers |
Communication |
14.Conversation Skillsv.Explains social conventions or rules to peers |
|
| CL.LS.p4.1a:Prints some upper-and lower-case letters(e.g.,letters in their name). |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching & Sortingf.Matches uppercase lettersl.Matches lowercase letters |
|
| CL.LS.p4.1a:Prints some upper-and lower-case letters(e.g.,letters in their name). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivet.Selects members of a classu.Recognizes at least 10 uppercase lettersy.Distinguishes between letters and numbers |
|
| CL.LS.p4.1b:Uses frequently occurring nounsand verbs. |
Preschoolers |
Communication |
15.Sentence Constructionr.Uses verbal nouns and/or verbal adjectives |
|
| CL.LS.p4.1c:Forms regular plural nounsorallyby adding/s/or/es/(e.g.,dog,dogs;wish,wishes). |
Preschoolers |
Communication |
15.Sentence Constructionc.Usses“s”on the ends of some words to form plurals |
|
| CL.LS.p4.1d:Understands and uses mostquestion words(i.e.,interrogatives)(e.g.,who,what,where,when,why,how). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveaa.Answers questions or points to pictures to show anunderstanding that different activities occur in thedaytime and at night |
|
| CL.LS.p4.1d:Understands and uses mostquestion words(i.e.,interrogatives)(e.g.,who,what,where,when,why,how). |
Preschoolers |
Communication |
14.Conversation Skillsa.Askssimple questions with a vocalization or gestureb.Askssyes/no questions with appropriate inflectionh.Responds appropriately to“where”和“why”questionsm.Answers“What is,”“whose,”“who,”and“how many”questions appropriately(if not correct). |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
s. Asks questions related to another person's statement in order to maintain a conversationw. Asks and responds appropriately to“how far”questions |
| CL.LS.p4.1e: Uses the many frequently occurring prepositions(e.g.,to,从in,出on,off,对,of,by,with). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivek.Understands"up,"down,"top,and"bottoml.Understands"under,"over,"next to,"and"beside |
| CL.LS.p4.1f: Produces complete sentences in shared language activities. |
Preschoolers |
Communication |
15.Sentence Constructioni.Uses three-word phrases to specify,to indicate rejection,and/or to describej.Uses three- to four-word complete sentences that include subject-verb-object |
| CL.LS.p4.2:Demonstrates a beginning awareness of the conventions of writing by using some letters to match sounds in words(e.g.,uses the beginning letter to write or represent a word or"trk"for truck)and usually writing from left to right.May reverse some letters. |
Preschoolers |
Fine Motor |
18.Grasp&Manipulationg.Holds writing implement with fingers in tripod position21.Visual-Motor Skillsb.Pretends to write |
| Kindergarten(Kansas State Standard:Language:L) |
|
|
|
| L.K.1:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
N/A |
N/A |
N/A |
| L.K.1a:Print many upper:and lowercaseletters. |
N/A |
N/A |
N/A |
| L.K.1b:Use frequently occurring nouns and verbs. |
N/A |
N/A |
N/A |
| L.K.1c:Form regular plural nouns orally by adding/sor/es/(e.g.,dog,dogs;wish,wishes). |
N/A |
N/A |
N/A |
| L.K.1d:Understand and use question words(i.e.,interrogatives)(e.g.,who,what,where,when,why,how). |
N/A |
N/A |
N/A |
| L.K.1e:Use the most frequently occurring prepositions(e.g.,to,从in,out,on,off,for,of,by,with). |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| L.K.1f: Produce and expand complete sentences in shared language activities. |
N/A |
N/A |
N/A |
| L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
N/A |
N/A |
N/A |
| L.K.2a: Capitalize the first word in a sentence and the pronoun I. |
N/A |
N/A |
N/A |
| L.K.2b: Recognize and name end punctuation. |
N/A |
N/A |
N/A |
| L.K.2c: Write a letter or letters for most consonant and short-vowel sounds (i.e., phonemes). |
N/A |
N/A |
N/A |
| L.K.2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships |
N/A |
N/A |
N/A |
| Vocabulary Acquisition and Use |
|
|
|
| Young Infant |
|
|
|
| CL.LS.i.1: Recognizes the names of familiar people and objects (e.g., looks at mommy when someone says “where's mommy?”, reaches for bottle when asked “do you want your bottle?”) |
Infants & Toddlers |
Communication |
13. Verbal Comprehension |
| i. Appropriately indicates “yes” or “no” in response to questions |
|
|
|
| CL.LS.i.1: Recognizes the names of familiar people and objects (e.g., looks at mommy when someone says “where's mommy?”, reaches for bottle when asked “do you want your bottle?”) |
Infants & Toddlers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptive |
| a. Points to three a. Quiets when presented with noise |
|
|
|
| d. Turns head or reaches toward sound at ear level while sitting |
|
|
|
| h. Turns head back and forth or reaches to either side for two sounds |
|
|
|
| Mobile Infant |
|
|
|
| CL.LS.mi.1: Shows understanding of simple requests and of statements referring to familiar people and objects around him/her (e.g., looks toward door when caregiver says, “Your daddy's here”). |
Infants & Toddlers |
Communication |
13. Verbal Comprehension |
| a. Appropriately reacts to tone of voice and/or some facial expressions |
|
|
|
| b. Turns to the direction from which name is being called |
|
|
|
| c. Stops activity when name is called |
|
|
|
| h. Follows two or more simple commands (one object, one action), spoken or signed |
|
|
|
| i. Appropriately indicates “yes” or “no” in response to questions |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Toddler |
|
|
|
| CL LS.t.1: Shows an understanding of requests and statements referring to familiar people and objects (e.g., when asked "Where is your bear," child is able to retrieve the bear and show it to the caregiver or friend). |
Infants & Toddlers |
Communication |
13. Verbal Comprehensione. Responds with correct gestures to "up" and "bye-bye" f. Responds to "no" (briefly stops activity) h. Follows two or more simple commands (one object, one action), spoken or signed i. Appropriately indicates "yes" or "no" in response to questions |
| Pre 3 |
|
|
|
| CL LS.p3.3: Provides a label when given a "child-friendly" definition of a familiar word (e.g., what is round and bounces: a ball). |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivek. Defines five or more simple words using at least one descriptor |
| CL LS.p3.4: With guidance and support from adults, explores word relationships and nuances in word meanings. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressiveo. Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL LS.p3.4a: Demonstrates an emerging understanding of frequently occurring verbs and adjectives by relating them to their opposites (e.g., up, down; stop, go; in, out). |
Preschoolers |
Communication |
15. Sentence Constructionp. Uses correct verb forms, both irregular and regular, for past, present, and future actions r. Uses verbal nouns and/or verbal adjectives v. Uses comparatives |
| CL LS.p3.4b: Distinguishes among a few verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. |
Preschoolers |
Communication |
15. Sentence Constructionp. Uses correct verb forms, both irregular and regular, for past, present, and future actions |
| CL LS.p3.5: With prompting and support, begins to experiment with new words and phrases acquired through conversations, reading and being read to and responding to texts. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivef. Listens carefully to new words (may ask for repetition) g. Repeats new words to self o. Asks word meanings or otherwise Indicates awareness that words have meanings |
| Pre 4 |
|
|
|
| CL LS.p4.3: Determines or clarifies the meaning of unknown and multiple meaning words with assistance or cues from an adult (e.g., providing a frame of reference, context or comparison) |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressiveo. Asks word meanings or otherwise Indicates awareness that words have meanings |
| CL LS.p4.4: With guidance and support, |
Preschoolers |
Cognition/ |
11. Concepts/Vocabulary: Expressive |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| explores word relationships and nuances in word meanings. |
|
Communication |
o. Asks word meanings or otherwise Indicates awareness that words have meanings |
| CLLS.p4.4a: Demonstrates an understanding of some frequently occurring verbs and adjectives by relating them to their opposites(e.g.,up,down,stop,go,in,out). |
Preschoolers |
Communication |
15. Sentence Constructionp. Uses correct verb forms,both irregular and regular,for past,present,and future actionsr. Uses verbal nouns and/or verbal adjectivesv. Uses comparatives |
| CLLS.p4.4b:Distinguishes among some verbs describing the same general action(e.g.,walk,march,strut,prance)by acting out the meanings. |
Preschoolers |
Communication |
15. Sentence Constructionp. Uses correct verb forms,both irregular and regular,for past,present,and future actions |
| CLSL.p4.5:With prompting and support,begins to use new words and phrases acquired through conversations,reading and being read to and responding to texts. |
Preschoolers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivef.Listens carefully to new words(may ask for repetition)g.Repeats new words to selfo.Aasks word meanings or otherwise Indicates awareness that words have meanings |
| Kindergarten(Kansas State Standard:Language:L) |
|
|
|
| L.K.4:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
N/A |
N/A |
N/A |
| L.K.4a:Identify new meanings for familiar words and use them accurately(e.g.,knowing duck is a bird and learning the verb to duck). |
N/A |
N/A |
N/A |
| 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. |
N/A |
N/A |
N/A |
| L.K.5:With guidance and support from adults,explore word relationships and nuances in word meanings. |
N/A |
N/A |
N/A |
| L.K.5a:Sort common objects into categories(e.g.,shapes,foods)to gain a sense of the concepts the categories represent. |
N/A |
N/A |
N/A |
| L.K.5b:Demonstrate understanding of frequently occurring verbs and adjectives by |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| relating them to their opposites(i.e.,antonyms). |
|
|
|
| L.K.5c:Identify real-life connections betweenwords and their use(e.g.,note places atschool that are colorful). |
N/A |
N/A |
N/A |
| L.K.5d:Distinguish shades of meaning amongverbs describing the same general action(e.g.,walk,march,strut,prance)by acting out themeanings. |
N/A |
N/A |
N/A |
| L.K.6:Use words and phrases acquiredthrough conversations,reading and beingread to and responding to texts. |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Mathematics(M) |
|
|
|
| Counting and Cardinality:M.CC. |
|
|
|
| Know number names and the count sequence. |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| M.CC.mi.1:Names some number words but not in sequence. |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialhh.Remembers incidental information |
| Toddler |
|
|
|
| M.CC.t.1:Verbally counts in sequence to3. |
Infants&Toddlers |
Cognition |
9.Number Conceptsc.Points and recites at least three numbers in correct sequence when asked to count objects |
| Pre3 |
|
|
|
| M.CC.p3.1:Counts in sequence to10. |
Preschoolers |
Cognition |
9.Number Conceptsl.Counts 10 objects in a row(one-to-one correspondence) |
| M.CC.p3.2:Demonstrates an understanding that number names can be represented with a written numeral. |
Preschoolers |
Cognition |
9.Number Conceptsw.Identifies numbers0 through9 |
| Pre4 |
|
|
|
| M.CC.p4.1:Counts in sequence to30. |
Preschoolers |
Cognition |
9.Number Conceptsr.Correctly counts to20 |
| M.CC.p4.2:Represents a group of objects with a written numeral0-12(with0representinga count of no objects). |
Preschoolers |
Cognition |
9.Number Conceptsw.Identifies numbers0 through9 |
| M.CC.p4.3:Counts forward beginning from a given number(under10) within the known sequence(instead of having to beginat1). |
Preschoolers |
Cognition |
9.Number Conceptsn.Counts to tell how many and will deny that it is some other number when askedt.Gives the correct number of objects when asked(all numbersfrom4through10) |
| Kindergarten |
|
|
|
| M.CC.K.1:Count to100 by ones and by tens. |
N/A |
N/A |
N/A |
| M.CC.K.2:Count forward beginning from a given number within the known sequence(instead of having to beginat1). |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| M.CC.K.3:Write numbers from0to20.Representa number of objects with a written numeral0-20(with0representinga count of no objects). |
N/A |
N/A |
N/A |
| Count to tell the number of objects |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| M.CC.mi.2:Attends to quantities when interacting with objects(e.g.,communicatesmoreand“allgone”when eatingfromabowl of cheerios,fills containersof different sizeswithobjects). |
Infants&Toddlers |
Cognition |
9.Number Conceptsa.Understands“more”as an addition to some existingamount |
| Toddler |
|
|
|
| M.CC.t.2:Shows understanding thatnumbers representquantity and demonstrateunderstandingofwordsthatidentifyhowmuch(e.g.,useswordssuchas“one,two,more,little,a lot”)。 |
Infants&Toddlers |
Cognition |
9.Number Conceptsa.Understands“more”as an addition to some existingamount |
| M.CC.t.3:Matches large pegs to holesusingone-to-one correspondence. |
Infants&Toddlers |
Cognition |
6-I.VisualPerception:Puzzles&Blocksa.Placeslargeroundforminformboard |
| M.CC.t.3:Matches large pegs to holesusingone-to-one correspondence. |
Infants&Toddlers |
FineMotor |
19.BilateralSkillsm.Putsdowelthroughholeinpieceofcardboard |
| Pre3 |
|
|
|
| M.CC.p3.3:Placesobjectsin one to onecorrespondenduringplay situations(e.g.,giveseachdollaplatelnothehousekeepingarea). |
Infants&Toddlers |
Cognition |
9.NumberConceptsa.Understands“more”as an addition to some existingamountb.Selects“justone” |
| M.CC.p3.3:Placesobjectsin one to onecorrespondenduringplay situations(e.g.,giveseachdollaplatelnothehousekeepingarea). |
Preschoolers |
Cognition |
9.NumberConceptsa.Selects“justone” |
| M.CC.p3.4:Spontaneouslycountsforownpurposes. |
Infants&Toddlers |
Cognition |
9.NumberConceptsc.Pointsandrecitesatleastthreenumbersincorrectsequencewhentaskedtocountobjects |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item other number when asked |
| M.CC.p3.5: Uses number words to indicate the quantity in small sets of objects (e.g., 2, 3). |
Infants&Toddlers |
Cognition |
9.Number Conceptse.Gives/selects two and three objects |
|
| M.CC.p3.5: Uses number words to indicate the quantity in small sets of objects (e.g., 2, 3). |
Preschoolers |
Cognition |
9.Number Conceptso.Uses quantity terms spontaneously |
|
| Pre4 |
|
|
|
|
| M.CC.p4.4:Understands the relationship between numbers and quantities to 10;connect counting to cardinality. |
Preschoolers |
Cognition |
9.Number Conceptsx.Matches numbers to pictures of quantities up to four(or assembles groups of objects to match the number;the adult does not name the number for the child) |
|
| M.CC.p4.4a:Uses one-to-one correspondencewhen counting objects,says the number names in the standard order pairing with each object(e.g.,counts out napkins for snack time,saying the number aloud as they put each one on the table). |
Preschoolers |
Cognition |
9.Number Conceptsa.Selects“just one”f.When asked to count objects,begins with，“one,two,three” |
|
| M.CC.p4.4b1:Understands that the lastnumber name said tells the numbers ofobjects counted(cardinality). |
Preschoolers |
Cognition |
9.Number Conceptsm.Does not recount when asked how many(quantities above four) |
|
| M.CC.p4.4b2:Understands that the number ofobjects remains the same regardless of theorder in which the objects were counted. |
Preschoolers |
Cognition |
9.Number Conceptsi.Matches two objects(或a picture with two objects)to a picture with the same quantity of objects in an arraythat includes pictures of two,three,four,and five objects |
|
| M.CC.p4.4c:Demonstrates an understandingthat each successive number name refers to aquantity that is one larger. |
Preschoolers |
Cognition |
9.Number Conceptsg.Gives“one more”h.Compares two quantities and tells which is more |
|
| M.CC.p4.5:Counts to answer“how many?”questions about as many as 10 thingsarranged in a line,a rectangular array oracircle or as many as 5 things in a scatteredconfiguration. |
Preschoolers |
Cognition |
9.Number Conceptsc.Correctly answers“how many”for one and twoobjects |
|
| Kindergarten |
|
|
|
|
| M.CC.K.1:Understand the relationshipbetween numbers and quantities;connect counting to cardinality. |
N/A |
N/A |
N/A |
|
| Early Skills |
Level |
|
Domain |
The Carolina Curriculum Sequence, Item |
| M.CC.K.1a: 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. |
N/A |
N/A |
N/A |
|
| M.CC.K.1b: 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. |
N/A |
N/A |
N/A |
|
| M.CC.K.1c: Understand that each successive number name refers to a quantity that is one larger. |
N/A |
N/A |
N/A |
|
| M.CC.K.2: 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. |
N/A |
N/A |
N/A |
|
| Compare Numbers |
|
|
|
|
| Young Infant |
|
|
|
|
| M.CC.i.1: Holds an object in each hand. |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulationm. Grasps an object, using thumb against index and middle fingers |
|
| Mobile Infant |
|
|
|
|
| M.CC.mi.3: Places objects using one to one correspondence but does not fully understand this created equal groups (e.g., child places one toy in each container during play but doesn't understand there are the same number of toys and containers). |
Infants&Toddlers |
Cognition |
6. Visual Perception: Puzzles&Blocksf. Places round, square, and triangular forms in form board when they are simultaneously presented |
|
| M.CC.mi.3: Places objects using one to one correspondence but does not fully understand this created equal groups (e.g., child places one toy in each container during play but doesn't understand there are the same number of toys and containers). |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulationr. Releases objects into container |
|
| Toddler |
|
|
|
|
| M.CC.t.4: Demonstrates an understanding that one collection has more than another when the collections are quite different in size(one collection is at least twice the other). |
Infants&Toddlers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiver. Selects objects/pictures to indicate an understanding of at least two relative concepts or comparisons |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Pre3 |
|
|
|
| M.CC.p3.6:Identifies whether the number of objects in one group is more or less as compared to the number of objects in another group up to 5. |
Preschoolers |
Cognition |
9.Number Conceptsp. Understands“same number”and can sort a set into halves |
| M.CC.p3.6:Identifies whether the number of objects in one group is more or less as compared to the number of objects in another group up to 5. |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivef.Select objects/pictures to indicate an understanding of at least two relative concepts or comparisonsh.Select objects and pictures to indicate which are square and which are round |
| M.CC.p3.7:When shown a collection of up to 3 items creates another collection of equal amounts, not necessarily by matching(precursor to subitizing). |
Preschoolers |
Cognition |
9.Number Conceptsj.Matches pictures containing different configurations of objects up through sixk.Counts up to six objects in a row (one-to-one correspondence) |
| Pre4 |
|
|
|
| M.CC.p4.6:Identifies whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10by using matching and counting strategies(e.g., compares the number of letters in their friend's names and indicates who has more or less). |
Preschoolers |
Cognition |
9.Number Conceptsh.Compares two quantities and tells which is morei.Matches two objects(or a picture with two objects)to a picture with the same quantity of objects in an array that includes pictures of two, three,four,and fiveobjectsj.Matches pictures containing different configurations of objects up through sixp.Understands“same number”和can sort a set into halves |
| M.CC.p4.7:Perceptually subitizes to 5(e.g.,instantly recognizes briefly shown collectionsup to 5when presented in a variety of arrangements and verbally names the number of items). |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching&Sortingj.Matches numbers0-9(may confuse 6 and 9) |
| M.CC.p4.8:Compares two numbers between1 and 5when presented as written numerals(e.g.,3is more than1,4is less than5). |
Preschoolers |
Cognition |
6-II.Visual Perception:Matching&Sortingj.Matches numbers0-9(may confuse 6 and 9) |
| Kindergarten |
|
|
|
| M.CC.K.1:Identify whether the number of objects in one group is greater than,less than |
N/A |
N/A |
N/A |
| Early Skills |
Level |
|
Domain |
The Carolina Curriculum Sequence, Item |
| or equal to the number of objects in another group (e.g., by using matching and counting strategies). |
|
|
|
|
| M.CC.K.2: Compare two numbers between 1 and 10 presented as written numerals. |
N/A |
N/A |
N/A |
N/A |
| Operations and Algebraic Thinking: M.OA. |
|
|
|
|
| Understand addition as putting together and adding to and understand subtraction as taking apart and taking from |
|
|
|
|
| Young Infant |
|
|
|
|
| M.OA.i.1: Initiates repeated movements (e.g., makes cooing sound repeatedly when interacting with an adult, kicks repeated times at an object). |
Infants & Toddlers |
Cognition |
8. Problem Solving/Reasoningf. Repeats activities that elicit interesting reactions from others |
|
| Mobile Infant |
|
|
|
|
| M.OA.mi.1: Imitates adult-initiated movement patterns (e.g., copies adult movements such as clapping, puts hands near eyes during a game of peek a boo). |
Infants & Toddlers |
Cognition |
8. Problem Solving/Reasoningc. Repeats activities that produce interesting results |
|
| Toddler |
|
|
|
|
| M.OA.t.1: Demonstrates an understanding that adding to a group increases the number of objects in the group (e.g., adds more blocks to their collection and indicates“I have more”). |
Infants & Toddlers |
Cognition |
9. Number Conceptsa. Understands“more”as an addition to some existing amount |
|
| M.OA.t.2: Copies and anticipates a repeating pattern (e.g., follows and remembers movements in familiar songs or rhymes, recognizes a repeating pattern in a storybook (e.g., “Brown Bear, Brown Bear, What do You See?”). |
Infants & Toddlers |
Cognition |
8. Problem Solving/Reasoningc. Repeats activities that produce interesting resultsf. Repeats activities that elicit interesting reactions from other |
|
| Pre3 |
|
|
|
|
| M.OA.p3.1: Demonstrates an understanding of addition by using objects in practical situations (e.g., has one slice of apple on a plate, adds another slice of apple and communicates“Two”). |
Preschoolers |
Cognition |
9. Number Conceptst. Gives the correct number of objects when asked(all numbers from4 through10)v. Answers addition questions involving adding2(up to10) |
|
| M.OA.p3.2: Uses concrete objects including |
Preschoolers |
Fine Motor |
21. Visual-Motor Skills |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| shapes to copy simple patterns. |
|
|
f. Copies a circleg. Copies a crossh. Draws a person with a head and at least one featurej. Draws a person with a head and four featuresl. Copies a squareo. Traces outline of simple stencilp. Draws a person with a head and eight features |
| Pre4 |
|
|
|
| M.OA.p4.1: Demonstrates an understanding of addition and subtraction by using objects, fingers and acting out practical situations(e.g.,if we have 3 toy giraffes in our block area and add 2 toy elephants,how many animals will we have all together?). |
Preschoolers |
Cognition |
9.Number Conceptst.Gives the correct number of objects when asked(all numbers from4 through10)v.Annswers addition questions involving adding2(up to10)x.Matches numbers to pictures of quantities up to four(或 assembles groups of objects to match the number;the adult does not name the number for the child) |
| M.OA.p4.2:Composes and decomposes numbers less than or equal to5 into pairs in more than one way by using objects. |
Preschoolers |
Cognition |
9.Number Conceptsi.Matches two objects (or a picture with two objects)to a picture with the same quantity of objects in an array that includes pictures of two,three,four,and fiveobjectso.Uses quantity terms spontaneously |
| M.OA.p4.3:Identifies patterns in the real world and in numbers(e.g.,+1 pattern whereone more than3 is4,one more than4 is5,written numerals followa definite numberpattern as the ones digits repeat,100's chart). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivec.Selects a similar object/picture when shown a sampleand asked to find“another one”d.Selects objects/pictures that are“the same”或“like this” |
| Kindergarten |
|
|
|
| M.OA.K.1:Represent addition and subtractionwith objects, fingers,mental images,drawings,sounds(e.g.,claps),acting outsituations,verbal explanations,expressions or equations. |
N/A |
N/A |
N/A |
| M.OA.K.2:Solve addition and subtractionword problems and add and subtract within10(e.g.,by using objects or drawings to |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| represent the problem. |
|
|
|
| M.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). |
N/A |
N/A |
N/A |
| M.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. |
N/A |
N/A |
N/A |
| M.OA.K.5:Fluently add and subtract within 5. |
N/A |
N/A |
N/A |
| Measurement and Data:M.MD. |
|
|
|
| Describe and compare measurable attributes |
|
|
|
| Young Infant |
|
|
|
| M.MD.i.1:Explores properties of objects(e.g.,looks for what is making a sound,drops a toy and watches it fall). |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatiala. Visually fixates for at least 3 secondsb. Visually tracks object horizontally(from side to side)c. Visually tracks object vertically(from head to stomach)d. Visually tracks object in a circlee. Gaze lingers where object or person disappears7. Functional Use of Objects&Symbolic Playb. Explores objects with mouth8. Problem Solving/Reasoningd. Plays with toys placed in hands |
| Mobile Infant |
|
|
|
| M.MD.mi.1:Shows awareness of the size of objectswhere the size difference is great(e.g.,communicates“big ball”,shows a preference for the bigger over the smaller toy). |
Infants&Toddlers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveq.Selects“biggest”和“littlest”(or“smallest”)from a group of three objects/pictures |
| Toddler |
|
|
|
| M.MD.t.1:Starts to use words to describe measurable attributes(e.g.,big,heavy,empty). |
Infants&Toddlers |
Communication |
10.Grammatical Structured. Uses two-word utterances to indicate specificity and characteristics |
| Pre3 |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| M.M.D.p3.1: Demonstrates an understanding that objects can be compared by one attribute(e.g., weight, capacity, length) and begins to use words such as bigger/smaller and longer(e.g., Attempts to pick up a big block and exclaims "That's heavier!"). |
Preschoolers |
Cognition |
6-II. Visual Perception: Matching & Sortinga. Sorts by size(big and little)c. Sorts by shaped. Sorts by two characteristics |
| M.M.D.p3.1: Demonstrates an understanding that objects can be compared by one attribute(e.g., weight, capacity, length) and begins to use words such as bigger/smaller and longer(e.g., Attempts to pick up a big block and exclaims "That's heavier!"). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary: Receptivee.Selects"biggest"and"littlest"(or"smallest")from a group of three objects/picturesr.Selects objects/pictures to indicate an understanding of at least four relative concepts or comparisonscc.Understands qualitative concepts11.Concepts/Vocabulary: Expressivei.Uses a variety of adjectivesj.Defines two or more simple words using at least one descriptorv.Names a class of objects from its members |
| Pre4 |
|
|
|
| M.M.D.p4.1: Describes and compares objects using measurable attributes(length, size, capacity and weight). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary: Receptiver.Selects objects/pictures to indicate an understanding of at least four relative concepts or comparisons11.Concepts/Vocabulary: ExpressiveI.Names objects by functionm.Names examples in classes |
| M.M.D.p4.2: Directly compares two objects with a measurable attribute in common to see which objects has"more of"/"less of"the attribute(e.g., compare the heights of two children and describe one child as taller or shorter). |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary: Receptiver.Selects objects/pictures to indicate an understanding of at least four relative concepts or comparisons11.Concepts/Vocabulary: Expressived. Uses"other"or"another"to refer to additional or similar objects |
| Kindergarten |
|
|
|
| M.M.D.K.1: Describe measurable attributes of objects(e.g., length or weight).Describe several measurable attributes of a single object. |
N/A |
N/A |
N/A |
| M.M.D.K.2: Directly compare two objects with a measurable attribute in common, to see |
N/A |
N/A |
N/A |
| attribute and describe the difference(e.g.,directly compare the heights of two childrenand describe one child as taller/shorter). |
|
|
|
| Classify objects and count the number of objects in each category |
|
|
|
| Young Infant |
|
|
|
| M.MD.i.2:Notices the difference between familiar and unfamiliar people,objects andplaces(e.g.,looks back and forth betweenpeople or objects as if comparing them;explores objects by banging,shaking or hittingthem). |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsc.Smiles at familiar personf.Responds differently to family members and strangers3.Self-Conceptd.Recognizes self and others in mirror |
| Mobile Infant |
|
|
|
| M.MD.mi.2Matches two objects that are the same and selects similar items from a group(e.g.,matches two identical toys,points out allthe blue plates at snack). |
Infants&Toddlers |
Cognition |
6.II.Visual Perception:Matching&Sortingb.Matches primary colors7.Functional Use of Objects&Symbolic Playg.Combines two objects in a functional manner |
| Toddler |
|
|
|
| M.MD.t.2:Groups two or more objects by one attribute(e.g.,labels all the big animals“mama”and the small animals“baby”,puts allthe red items in one pile and the non reditems in another). |
Infants&Toddlers |
Cognition |
6.II.Visual Perception:Matching&Sortinga.Sorts by size(big and little)c.Sorts by shaped.Sorts by two characteristics |
| M.MD.t.3:Names groups of 1-2 items(e.g., shown an pair of shoes says “two shoes”)precursor to subitizing). |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playg.Combines two objects in a functional manner |
| Pre3 |
|
|
|
| M.MD.p3.2:Sorts objects into two or moregroups by their properties or uses(e.g.,sortsblocks into 2 piles;sorts by shape;indicatesthat pizza,ice cream and hot dogs areallfoods but a doll is not). |
Preschoolers |
Cognition |
6.II.Visual Perception:Matching&Sortinga.Sorts by size(big and little)c.Sorts by shaped.Sorts by two characteristics |
| Pre4 |
|
|
|
| M.MD.p4.3:Sorts objects into categories;counts the numbers of objects in eachcategory(limit category counts to less than orequal to 10);makes comparisons between the |
Preschoolers |
Cognition |
6.II.Visual Perception:Matching&Sortingd.Sorts by two characteristics8.Problem Solving/Reasonings.Describes similarities between two different objects |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| categories based on quantity. |
|
|
9. Number Concepts |
| h. Compares two quantities and tells which is more |
|
|
|
| l. Counts 10 objects in a row (one-to-one correspondence) |
|
|
|
| M.MD.p4.4: Collects data by categories to answer simple questions. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
| q. Reasons about experiences and asks and answers questions |
|
|
|
| 9. Number Concepts |
|
|
|
| h. Compares two quantities and tells which is more |
|
|
|
| Kindergarten |
|
|
|
| M.MD.K.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. |
N/A |
N/A |
N/A |
| Geometry: M.G. |
|
|
|
| Identify and Describe Shapes |
|
|
|
| Young Infant |
|
|
|
| M.G.i.1: Exhibits some sense of size, color and shape recognition of objects in the environment. |
Infants & Toddlers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| dd. Recognizes familiar signs |
|
|
|
| 6-II. Visual Perception: Matching & Sorting |
|
|
|
| a. Sorts by size (big and little) |
|
|
|
| c. Sorts by shape |
|
|
|
| d. Sorts by two characteristics |
|
|
|
| Mobile Infant |
|
|
|
| M.G.mi.1: Explores geometric shapes through manipulating objects (e.g., blocks, containers, other objects). |
Infants & Toddlers |
Cognition |
6-I. Visual Perception: Puzzles & Blocks |
| a. Places large round form in form board |
|
|
|
| b. Places large square form in form board |
|
|
|
| c. Imitates building a chair with blocks |
|
|
|
| d. Places round and square forms in form board when they are simultaneously presented |
|
|
|
| e. Places large triangular form in form board |
|
|
|
| f. Places round, square, and triangular forms in form board when they are simultaneously presented |
|
|
|
| g. Completes simple puzzles |
|
|
|
| h. Places correct forms in shape sorter |
|
|
|
| i. Places round, square, and triangular forms in reversed |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
form boardj. Imitates block traink. Puts together two-piece puzzlesl. Imitates block buildingm. Imitates block bridgen. Puts together puzzle with four or five interconnected pieces |
| Toddler |
|
|
|
| (Circles, squares, typical triangles) |
N/A |
N/A |
N/A |
| M.G.t.1: Demonstrates an understanding of simple location/position words (e.g., under, in, out). |
Infants & Toddlers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivek. Actively searches for source of sound when sound is not visiblel. Shows recognition of a few familiar sounds |
| M.G.t.2: Matches basic shapes with different orientations and sizes (e.g., point to a group of various size circles and communicates that they are all circles). |
Infants & Toddlers |
Cognition |
6-1. Visual Perception: Puzzles & Blockse. Places large triangular form in form boardh. Places correct forms in shape sorteri. Places round, square, and triangular forms in reversed form board |
| Pre 3 |
|
|
|
| (Squares, circles, triangles, rectangles) |
N/A |
N/A |
N/A |
| M.G.p3.1: Describes objects in the environment using names of shapes and uses actions and words to indicate relative positions of these objects (e.g., over, inside, close to, far away). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveq. Understands "around," "in front of," "in back of," "between," "high," and "low"v. Understands "backward" and "forward"w. Selects objects/pictures to indicate an understanding of at least eight relative concepts or comparisons |
| M.G.p3.2: Correctly names shapes regardless of their orientations or overall size. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivev. Names a class of objects from its members |
| Pre 4 |
|
|
|
| (Squares, circles, triangles, rectangles, cubes, cones, cylinders and spheres) |
N/A |
N/A |
N/A |
| M.G.p4.1: Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms (e.g., above, below, beside, in front of, behind and next to). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveq. Understands "around," "in front of," "in back of," "between," "high," and "low"v. Understands "backward" and "forward"w. Selects objects/pictures to indicate an understanding |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
of at least eight relative concepts or comparisons |
| 11. Concepts/Vocabulary: Expressive |
|
|
|
| i. Names objects by functions |
|
|
|
| m. Names examples in classes |
|
|
|
| M.G.p4.2: Correctly name shapes regardless of their orientations or overall size. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressive |
| i. Names objects by functions |
|
|
|
| m. Names examples in classes |
|
|
|
| Kindergarten |
|
|
|
| (Squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres) |
N/A |
N/A |
N/A |
| M.G.K.1: Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms (e.g., above, below, beside, in front of, behind and next to). |
N/A |
N/A |
N/A |
| M.G.K.2: Correctly name shapes regardless of their orientations or overall size. |
N/A |
N/A |
N/A |
| M.G.K.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). |
N/A |
N/A |
N/A |
| Analyze, compare, create and compose shapes |
|
|
|
| Young Infant |
|
|
|
| M.G.i.2: Explores the properties of objects by reaching for and grasping a toy or by mouthing the object. |
Infants & Toddlers |
Cognition |
7. Functional Use of Objects & Symbolic Play |
| a. Moves hand to mouth |
|
|
|
| b. Explores objects with mouth |
|
|
|
| Mobile Infant |
|
|
|
| M.G.mi.2: Uses trial and error strategies to fit objects together (e.g., experiments with how objects fit in space: stack, sorts, dumps, pushes, pulls, twists, turns). |
Infants & Toddlers |
Cognition |
6-1. Visual Perception: Puzzles & Blocks |
| a. Places large round form in form board |
|
|
|
| b. Places large square form in form board |
|
|
|
| c. Imitates building a chair with blocks |
|
|
|
| d. Places round and square forms in form board when they are simultaneously presented |
|
|
|
| e. Places large triangular form in form board |
|
|
|
| f. Places round, square, and triangular forms in form board when they are simultaneously presented |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
g. Completes simple puzzlesh. Places correct forms in shape sorteri. Places round, square, and triangular forms in reversed form boardj. Imitates block traink. Puts together two-piece puzzlesl. Imitates block buildingm. Imitates block bridgen. Puts together puzzle with four or five interconnected pieces |
| Toddler |
|
|
|
| M.G.t.3: Manipulates shapes to place in a form board or simple puzzle. |
Infants & Toddlers |
Cognition |
6-I. Visual Perception: Puzzles & Blocksa. Places large round form in form boardb. Places large square form in form boardc. Imitates building a chair with blocksd. Places round and square forms in form board when they are simultaneously presentede. Places large triangular form in form boardf. Places round, square, and triangular forms in form board when they are simultaneously presentedg. Completes simple puzzlesh. Places correct forms in shape sorteri. Places round, square, and triangular forms in reversed form boardj. Imitates block traink. Puts together two-piece puzzlesl. Imitates block buildingm. Imitates block bridgen. Puts together puzzle with four or five interconnected pieces |
| Pre 3 |
|
|
|
| M.G.p3.3: Analyzes and compares shapes in different sizes and orientations and uses informal language to describe their similarities, difference and part (e.g., number of sides and corners) and other attributes |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveq. Understands “around,” “in front of,” “in back of,” “between,” “high,” and “low”v. Understands “backward” and “forward”w. Selects objects/pictures to indicate an understanding |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item of at least eight relative concepts or comparisons |
| (e.g., having sides of equal length). |
|
|
|
| M.G.p3.4: Decomposes shapes (i.e., “take apart” into smaller shapes) by trial and error. |
Preschoolers |
Cognition |
6-I. Visual Perception: Blocks & Puzzlesb. Imitates block train6-II. Visual Perception: Matching & Sortingc. Sorts by shape |
| Pre4 |
|
|
|
| M.G.p4.3: Analyzes and compares 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). |
Preschoolers |
Cognition |
6-I. Visual Perception: Blocks & Puzzlesj. Imitates construction of a simple visual pattern using parquetry blocksm. Reproduces simple block designs from memory9. Number Conceptsh. Compares two quantities and tells which is more |
| M.G.p4.3: Analyzes and compares 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). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiver. Selects objects/pictures to indicate an understanding of at least four relative concepts or comparisonsw. Selects objects/pictures to indicate an understanding of at least eight relative concepts or comparisons |
| M.G.p4.4: Creates shapes during play by building, drawing, etc. |
Preschoolers |
Cognition |
6-I. Visual Perception: Blocks & Puzzlesd. Imitates block buildinge. Imitates block bridgek. Builds representationally with blocks |
| M.G.p4.4: Creates shapes during play by building, drawing, etc. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsf. Copies a circleg. Copies a crossh. Draws a person with a head and at least one featurej. Draws a person with a head and four featuresl. Copies a squarem. Draws simple representational pictureso. Traces outline of simple stencilp. Draws a person with a head and eight features |
| M.G.p4.5: Puts together several shapes to |
Preschoolers |
Cognition |
6-I. Visual Perception: Blocks & Puzzles |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| make a picture and fill simple outline puzzles. |
|
|
c. Puts together two-piece puzzlesd. Imitates block buildinge. Imitates block bridgef. Puts together puzzle with four or five interconnected piecesg. Imitates horizontal (flat on the table) block patterns of two and three blocks (two colors)i. Completes 8- to 12-piece interconnected puzzlesl. Completes 15- to 25-piece interconnected puzzles |
| Kindergarten |
|
|
|
| M.G.K.4: Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to de-scribe their similarities, differences, parts(e.g., number of sides and vertices/“corners”)and other attributes(e.g., having sides of equal length). |
N/A |
N/A |
N/A |
| M.G.K.5: Model shapes in the world by building shapes from components(e.g., sticks and clay balls)and drawing shapes. |
N/A |
N/A |
N/A |
| M.G.K.6: Compose simple shapes to form larger shapes(e.g., “Can you join these two triangles with full sides touching to make a rectangle?”). |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item Science(S) |
| Motion and Stability: Forces and Interactions |
|
|
|
| Young Infant |
|
|
|
| S.i.1: Occasionally uses simple problem-solving to reach objects(e.g.,pulls on blanket on which object lies). |
Infants&Toddlers |
Cognition |
5. Attention&Memory:Visual/Spatialg. Pulls cloth from faceh. Pulls cloth from caregiver's facel. Retrieves object fully hidden under a cover |
| S.i.2: Repeats behaviors to figure out cause and effect(e.g.,shakes a rattle to make the sound; toy released from up high always drops down). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningc. Repeats activities that produce interesting resultse. Persists in efforts to obtain an object or create an effect |
| S.i.2: Repeats behaviors to figure out cause and effect(e.g.,shakes a rattle to make the sound; toy released from up high always drops down). |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) |
| Mobile Infant |
|
|
|
| S.mi.1: Purposefully initiates actions on objects to make things happen(e.g.,banging on pots/pan,touches different parts of a musical toy to make the music start again). |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningg. Looks for or reaches toward objects that make a noise while falling from viewk. Plays with a variety of toys to produce effects |
| S.mi.2: Notices objects in motion and acts on that object to replicate the motion(e.g.,pushes button on pop up toy,dropping items). |
Infants&Toddlers |
Cognition |
7. Functional Use of Objects&Symbolic Playj. Plays spontaneously with a variety of objects,demonstrating their functionsk. Experiments with unfamiliar objects to determine their functions |
| Toddler |
|
|
|
| S.t.1:Demonstrates an understanding of basic cause and effect. |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningj. Overcomes obstacles to get toys |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
w. Experiments with cause and effect when playing |
| S.t.2: Acts upon objects to see any novel movement their action causes (e.g., throwing a ball hard vs. soft, kicking a ball, hammering, push toys on sloped surfaces). |
Infants& Toddlers |
Cognition |
8. Problem Solving/Reasoningk. Plays with a variety of toys to produce effectsv. Independently plays with toys that require pushing buttons, pulling strings,and/or operating switches to get effects |
| Pre3 |
|
|
|
| S.p3.1: Explores and experiments with familiar and unfamiliar objects to examine how objects move when acted on by force(e.g.,pushing,pulling,throwing,twisting,gravity)). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoninga.Shifts attention(i.e.,visual fixation,body orientation)from one object to another |
| Pre4 |
|
|
|
| S.p4.1: Describes and compares the effects of common forces(e.g.,pushes and pulls)on objects and the impact of gravity,magnetism and mechanical forces(e.g.,ramps,gears,pendulums and other simple machines)。 |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work |
| S.p4.2: Recognizes and describes the effect of his/her own actions on objects。 |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work |
| Kindergarten(Kansas Early Learning Standard) |
|
|
|
| K-PS2-1:Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object。 |
N/A |
N/A |
N/A |
| K-PS3-C:Relationship between energy and forces.A bigger push or pull makes things go faster。 |
N/A |
N/A |
N/A |
| K-PS2-2:Analyze data to determine if a design solution works as intended to change the speed or directions of an object with a push or a pull。 |
N/A |
N/A |
N/A |
| K-PS2-A:Forces and Motion-pushes and pulls can have different strengths and directions。 |
N/A |
N/A |
N/A |
| K-PS2-B:Types of Interactions-when objects touch or collide,they push one another and |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| can change motion. |
|
|
|
| Energy |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Pre 3 |
|
|
|
| S.p.3.2: Makes simple observations of the characteristics of the sun (e.g., “The sun is bright!” “It's hot out here in the sun.” “At night it gets dark because the sun goes away”). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they workq. Reasons about experiences and asks and answers questions |
| Pre 4 |
|
|
|
| S.p.4.3: Demonstrates an understanding that the sun provides light and warmth. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they workq. Reasons about experiences and asks and answers questions |
| Kindergarten(Kansas Early Learning Standard) |
|
|
|
| K-PS3-1: Make observations to determine the effect of sunlight on Earth's surface. |
N/A |
N/A |
N/A |
| K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
N/A |
N/A |
N/A |
| K-PS3-3-B: Conservations of Energy and Energy Transfer-sunlight warms the Earth's surface. |
N/A |
N/A |
N/A |
| From Molecules to Organisms: Structures and Processes |
|
|
|
| Young Infant |
|
|
|
| S.i.3: Shows interest in animals. |
Infants& Toddlers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivec. Turns head and searches for or reaches toward soundat ear level while on back |
| Mobile Infant |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| S.mi.3: Shows interest in living things and observes and/or engages with them in a respectful way (e.g., is gentle with animals, plants). |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsm.Shows affection |
| Toddler |
|
|
|
| S.t.3: Names familiar objects, animals, body parts(e.g.,arm,hand,arm). |
Infants&Toddlers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivej.Names most common objects |
| S.t.4: Begins to identify traits of living things(e.g.,the sound a duck makes). |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryp.Identifies objects,people,and events by their sounds |
| S.t.5: Demonstrates an understanding that people and animals need food and water to live. |
Infants&Toddlers |
Personal-Social |
4-1.Self-HelpSkills:Eatingv.Distinguishes between edible and nonedible substances |
| Pre3 |
|
|
|
| S.p3.3:Notices and asks questions about what is the same and what is the difference between categories of plants and animals. |
Preschoolers |
Communication |
14.ConversationSkillsa.Asks simple questions with a vocalization or gestureb.Asks yes/no questions with appropriate inflection |
| S.p3.4:Understands that living things need air,water and food. |
Preschoolers |
Communication |
13.Verbal Comprehensionj.Points to pictures or selects objects from a group based on object class and two characteristics |
| Pre4 |
|
|
|
| S.p4.4:Asks/answers questions about objects,organisms and events in their environments. |
Preschoolers |
Communication |
14.ConversationSkillsa.Asks simple questions with a vocalization or gestureb.Asks yes/no questions with appropriate inflection |
| S.p4.5:Understands and is able to explain why plants and animals need air,food and water. |
Preschoolers |
Cognition |
5.Attention&Memory:Visual/Spatialg.Remembers incidental information |
| Kindergarten(Kansas Early Learning Standard) |
|
|
|
| K-LS1.1:Use observations to describe patterns of what plants and animals(including humans)need to survive. |
N/A |
N/A |
N/A |
| K-LS1.C:Organization for Matter and EnergyFlow in Organisms-All animals need food in order to live and grow.They obtain their food from plants or from other animals.Plants need water and light to live and grow. |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills Level Domain The Carolina Curriculum Sequence, Item |
|
|
|
| Young Infant |
|
|
|
| S.i.4: Turns head toward or away from weather. |
Infants& Toddlers |
Cognition |
12. Attention&Memory: Auditorya. Quiets when presented with noise |
| S.i.4: Turns head toward or away from weather. |
Infants& Toddlers |
Cognition/Communication |
8. Problem Solving/Reasoninga. Shifts attention(i.e.,visual fixation,body orientation)from one object to another |
| Mobile Infant |
|
|
|
| S.mi.4: Demonstrates a variety of responses to changes in weather. |
Infants& Toddlers |
Cognition |
8. Problem Solving/Reasoninga. Shifts attention(i.e.,visual fixation,body orientation)from one object to another |
| Toddler |
|
|
|
| S.t.6: Beginning to identify weather occurrences(e.g., sun, rain,snow). |
Infants& Toddlers |
Cognition |
5. Attention&Memory: Visual/Spatialv. Recognizes familiar toys,people(in addition to family members and regular caregivers),and places |
| Pre3 |
|
|
|
| S.p3.5:Identifies weather occurrences(e.g., sun,rain,and snow). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningk. Answers questions(or points to pictures)to indicatewhere things come from or what they are made ofl.Describes simple absurdities seen in pictures or reallifem. Responds appropriately to“tell me how”or“how do you”questions |
| S.p3.6:Makes observations and communicates findings with others(e.g.,look this tree has big,green leaves). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningk. Answers questions(or points to pictures)to indicatewhere things come from or what they are made ofl.Describes simple absurdities seen in pictures or reallifem. Responds appropriately to“tell me how”or“how do you”questions |
| Pre4 |
|
|
|
| S.p4.6:Observes and discusses changes inweather and seasons using common weatherrelated vocabulary(e.g.,rainy, sunny, cold,windy) |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningk. Answers questions(or points to pictures)to indicatewhere things come from or what they are made ofl.Describes simple absurdities seen in pictures or reallifem. Responds appropriately to“tell me how”or“how do you”questions |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item you” questions |
| S.p4.7: Observes and explains how plants and animals respond to changes in the environment and in seasons. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to “tell me how” or “how do you” questions |
| S.p4.8: Understands:(1) how actions people take may change the environment and(2) the impact actions have an on the environment for better (e.g., watering plants) or for worse (e.g., stomping on plants). |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to “tell me how” or “how do you” questions |
| Kindergarten(Kansas Early Learning Standard) |
|
|
|
| K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. |
N/A |
N/A |
N/A |
| K-ESS2-D: Weather and Climate-weather is the combination of sunlight, wind, snow or rain and temperature in a particular region at a particular time.People measure these conditions to describe and record the weather and to notice patterns over time. |
N/A |
N/A |
N/A |
| K-ESS2-1: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
N/A |
N/A |
N/A |
| K-ESS2.E:Biogeology-plants and animals can change their environment. |
N/A |
N/A |
N/A |
| K-ESS3-C:Human Impacts on Earth Systems-Things that people do to live comfortably can affect the world around them,but they can make choices that reduce their impacts on the land,water,air and other living things. |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Earth and Human Activity |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Toddler |
|
|
|
| S.t.7: Demonstrates an understanding that people and animals can live in different places(e.g.,fish live in the water). |
Infants&Toddlers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptiveh. Points to 15 or more pictures of animals and/or common objects on request |
| S.t.8:Enacts animals' activities(e.g.,eating,sleeping)in pretend play.Moves toy animals to mimic animals in the wild. |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playn.Pretends that objects are something other than what they are(e.g.,blocks are food)p.Assumes different roles in fantasy playq.Represents more complex events in play |
| Pre3 |
|
|
|
| S.p3.7:Comments on an animal's appearance, behavior or habitat. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they worke.Answers at least one"why do"question correctlyf. Identifies silly or wrong pictures or eventsg.Finds items that go together when asked,"Which one goes with this?"i.Tells how an object is used when asked,"What do you do with this?" |
| S.p3.8:Acquires and uses basic vocabulary for plants,animals and humans(e.g.,some names of parts, characteristics). |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl.Describes simple absurdities seen in pictures or real lifem.Responds appropriately to"tell me how"or"how do you"questionsn.Completes two analogies(i.e.,sentences involving comparisons,such as"Brother is a boy,sister is a girl")o.Identifies missing parts in pictures |
| S.p3.9:Makes comments about the weather.(e.g.,it's cold,it's windy). |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningd. Independently explores objects to determine their |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
functions and/or shows other people how they worke. Answers at least one “why do” question correctlyf. Identifies silly or wrong pictures or eventsg. Finds items that go together when asked,“Which one goes with this?”i. Tells how an object is used when asked,“What do you do with this?”j. Answers two or more“What do you do when” questionsk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to“tell me how”或“how do you” questionsn. Completes two analogies(i.e., sentences involving comparisons,such as“Brother is a boy,sister is a girl”)o. Identifies missing parts in pictures |
| S.p3.10: Participates,with adult direction,in activities to preserve the environment(e.g., disposing of litter,saving things to be recycled). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they worke. Answers at least one“why do” question correctlyf. Identifies silly or wrong pictures or eventsg. Finds items that go together when asked,“Which one goes with this?”i. Tells how an object is used when asked,“What do you do with this?”j. Answers two or more“What do you do when” questionsk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to“tell me how”或“how do you” questionsn. Completes two analogies(i.e., sentences involving |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
comparisons, such as “Brother is a boy, sister is a girl”) |
| o. Identifies missing parts in pictures |
|
|
|
| Pre 4 |
|
|
|
| S.p4.9: Demonstrates an understanding that living things exist in different habitats (e.g., fish can live in the ocean because they can breathe under water). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
| d. Independently explores objects to determine their functions and/or shows other people how they work |
|
|
|
| e. Answers at least one “why do” question correctly |
|
|
|
| f. Identifies silly or wrong pictures or events |
|
|
|
| g. Finds items that go together when asked, “Which one goes with this?” |
|
|
|
| i. Tells how an object is used when asked, “What do you do with this?” |
|
|
|
| j. Answers two or more “what do you do when” questions |
|
|
|
| k. Answers questions (or points to pictures) to indicate where things come from or what they are made of |
|
|
|
| l. Describes simple absurdities seen in pictures or real life |
|
|
|
| m. Responds appropriately to “tell me how” or “how do you” questions |
|
|
|
| n. Completes two analogies (i.e., sentences involving comparisons, such as “Brother is a boy, sister is a girl”) o. Identifies missing parts in pictures |
|
|
|
| S.p4.10: Demonstrates ways in which the environment provides natural resources that are needed by people (e.g., wood for lumber to build a shelter, water for drinking). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
| d. Independently explores objects to determine their functions and/or shows other people how they work |
|
|
|
| e. Answers at least one “why do” question correctly |
|
|
|
| f. Identifies silly or wrong pictures or events |
|
|
|
| g. Finds items that go together when asked, “Which one goes with this?” |
|
|
|
| i. Tells how an object is used when asked, “What do you do with this?” |
|
|
|
| j. Answers two or more “what do you do when” questions |
|
|
|
| k. Answers questions (or points to pictures) to indicate where things come from or what they are made of |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
l. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to“tell me how”or“how do you” questionsn. Completes two analogies(i.e., sentences involving comparisons,such as“Brother is a boy,sister is a girl”)o. Identifies missing parts in pictures |
| S.p4.11: Demonstrates an understanding that different weather conditions require different clothing/accessories(e.g.,boots,mittens,rain coat). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they worke. Answers at least one“why do”question correctlyf. Identifies silly or wrong pictures or eventsg. Finds items that go together when asked，“Which one goes with this?”i. Tells how an object is used when asked，“What do you do with this?”j. Answers two or more“what do you do when”questionsk. Answers questions(or points to pictures)to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to“tell me how”或“how do you” questionsn. Completes two analogies(i.e., sentences involving comparisons,such as“Brother is a boy,sister is a girl”)o. Identifies missing parts in pictures |
| S.p4.12: Recognizes the difference between helpful and harmful actions toward the natural environment and demonstrates ways that individuals are responsible for protecting our planet(e.g.,recycling,mending broken things instead of throwing them away,etc.). |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they worke. Answers at least one“why do”question correctlyf. Identifies silly or wrong pictures or eventsg. Finds items that go together when asked，“Which one goes with this?”i. Tells how an object is used when asked，“What do you do with this?” |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
j. Answers two or more “what do you do when” questionsk. Answers questions (or points to pictures) to indicate where things come from or what they are made ofl. Describes simple absurdities seen in pictures or real lifem. Responds appropriately to “tell me how” or “how do you” questionsn. Completes two analogies (i.e., sentences involving comparisons, such as “Brother is a boy, sister is a girl”)o. Identifies missing parts in pictures |
| Kindergarten(Kansas Early Learning Standard) |
|
|
|
| K-ESS3-1:Use a model to represent the relationship between the needs of different plants or animals(including humans)和the places they live. |
N/A |
N/A |
N/A |
| K-ESS3-A:Natural Resources-Living things need water, air and resources from the landand they live in places that have the things they need.Humans use natural resources for everything they do. |
N/A |
N/A |
N/A |
| K-ESS3-2:Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to severe weather. |
N/A |
N/A |
N/A |
| K-ESS3-B:Natural Hazards-Some kinds of severe weather are more likely than others in a given region.Wearers scientists forecast severe weather so that the communities can prepare for and respond to these events. |
N/A |
N/A |
N/A |
| K-ESS3-3:Communicate solutions that will reduce the impact of humans on the land,water,air and/or other living things in the local environment. |
N/A |
N/A |
N/A |
| K-ESS3-C:Human Impacts on Earth Systems-things that people do to live comfortably can affect the world around them.But they can |
N/A |
N/A |
N/A |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| make choices that reduce their impacts on the land, water, air and other living things. |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Government |
|
|
|
| Young Infant |
|
|
|
| SS.i.1: Shows awareness of self and of other people. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsi. Shows an interest in other children-tries to attract their attention through eye gaze, smiles,and vocalizations3.Self-Concepta. Responds to named. Recognizes self and others in mirrorm. Distinguishes and names self in photographs |
| Mobile Infant |
|
|
|
| SS.mi.1: Prefers familiar adults over strangers. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsf. Responds differently to family members and strangers |
| Toddler |
|
|
|
| SS.t.1: Identifies family members by name. |
Infants&Toddlers |
Personal-Social |
2.Interpersonal Skillsf. Responds differently to family members and strangers |
| Pre 3 |
|
|
|
| SS.p3.1: Names family members by relationships(e.g.,dad,sister,cousin). |
Preschoolers |
Cognition |
5.Attention&Memory:Visual/Spatials.Can recall the names of810 pictures when shown an array of1820 |
| Pre 4 |
|
|
|
| SS.p4.1: Identifies leaders at home and school(e.g.,parents,guardians,teachers,principal). |
Preschoolers |
Cognition |
5.Attention&Memory:Visual/Spatials.Can recall the names of810 pictures when shown an array of1820 |
| Kindergarten |
|
|
|
| SS.K.1: Identifies leaders at home and school(e.g.,parents,guardians,teachers,principal). |
N/A |
N/A |
N/A |
| Economics |
|
|
|
| Young Infant |
|
|
|
| SS.i.2:Demonstrates beginning awareness of objects in the environment. |
Infants&Toddlers |
Cognition |
5.Attention&Memory:Visual/Spatiala.Visually fixates for at least3 secondsb.Visually tracks object horizontally(from side to side)c.Visually tracks object vertically(from head to stomach) |
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
d. Visually tracks object in a circlee. Gaze lingers where object or person disappears |
| Mobile Infant |
|
|
|
| SS.mi.2: Identifies objects as“mine.” |
Infants&Toddlers |
Personal-Social |
3. Self-Concepth. Identifies objects as“mine” |
| Toddler |
|
|
|
| SS.t.2: Shares with others and takes turns with adult guidance. |
Infants&Toddlers |
Personal-Social |
2. Interpersonal Skillsu. Spontaneously shares with peers, often briefly |
| SS.t.2: Shares with others and takes turns with adult guidance. |
Infants&Toddlers |
Communication |
14. Conversation Skillsi. Waits for adult to take a turnjj. Sustains conversation for several turns |
| Pre3 |
|
|
|
| SS.p3.2: Trades or exchanges materials or objects with others. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsa. Negotiates with peers about toys (may trade) |
| SS.p3.3: Discriminates between“yours”和“mine.” |
Preschoolers |
Personal-Social |
2. Interpersonal Skillss. Asks permission to use other people's belongings |
| Pre4 |
|
|
|
| SS.p4.2: Recognizes that people have wants and must make choices because resources and materials are limited(e.g.,offers to take turns with scissors when only one pair is available). |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsm. Labels feelings of peers and responds to themr. Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend playv. Recognizes another's need for help and gives assistance |
| SS.p4.3: Demonstrates an understanding that money can be exchanged for goods and services. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityk. Buys simple objects in store without help(i.e.,gets object or has clerk get object,gives money,and waits for change) |
| Kindergarten |
|
|
|
| SS.K.1: Understands that a person cannot have everything he/she wants,so a choice has to be made(e.g.,play video games or watch television;play on swings or play soccer). |
N/A |
N/A |
N/A |
| SS.K.2: Explains what he/she gives up when a choice is made. |
N/A |
N/A |
N/A |
| SS.K.3: Understands the use of money to purchase goods and services. |
N/A |
N/A |
N/A |
| SS.K.4: Discusses the benefits of saving money. |
N/A |
N/A |
N/A |
| SS.K.5: Gives examples of types of jobs that he/she does within the family. |
N/A |
N/A |
N/A |
| Geography |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| SS.mi.3: Demonstrates an understanding that objects and persons exist when not in sight. |
Infants & Toddlers |
Cognition |
5. Attention & Memory: Visual/Spatiali. Retrieves object partially hidden under a coverl. Retrieves object fully hidden under a coverm. Finds toy hidden under one of two covers, alternately n. Finds toy hidden under three superimposed covers o. Finds toy after seeing it covered and removed in two places and left covered in a third p. Finds toy under (or in) one of two containers after containers are reversed q. Remembers location of objects that are put down for a few minutes |
| Toddler |
|
|
|
| SS.t.3: Talks about objects and people in familiar environments (e.g., home, grocery store). |
Infants & Toddlers |
Communication |
14. Conversation Skillshh. Uses word or sign combinations to describe remote events ii. Comments on appearance or disappearance of objects or people |
| Pre 3 |
|
|
|
| SS.p3.4: Uses words to indicate direction. |
Preschoolers |
Communication |
14. Conversation Skillsh. Responds appropriately to “where” and “why” questions i. Describes events occurring in the environment |
| SS.p3.5: Creates representations of familiar places through various materials (e.g., builds a fire station with blocks, draws a picture of a home). |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsm. Draws simple representational pictures |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| SS.p3.6: Demonstrates an emerging understanding that helping with home and classroom routines improves the quality of the environment. |
Preschoolers |
Personal-Social |
1. Self-Regulation & Responsibilityi. Performs simple chores (may have to be reminded or supervised) |
| Pre 4 |
|
|
|
| SS.p4.4: Identifies and correctly uses terms related to location, direction and distance(e.g., up/down, here/there). |
Preschoolers |
Communication |
14. Conversation Skillsh. Responds appropriately to“where”and“why”questionsl. Describes events occurring in the environment |
| SS.p4.5: Creates simple“maps”or drawings of familiar places. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsm. Draws simple representational pictures |
| SS.p4.6: Matches objects to usual locations and identifies features of familiar places(e.g., tree in a park, bed in a bedroom). |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivea. Names six or more pictures of common objectse. Names most pictures and line drawings of familiar objects |
| SS.p4.7: Identifies the four seasons and relates each season to basic clothing choices(e.g., shorts verses mittens, swimsuits verses heavy coat). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiver. Selects objects/pictures to indicate an understanding of at least four relative concepts or comparisonst. Selects members of a classw. Selects objects/pictures to indicate an understanding of at least eight relative concepts or comparisonsbb. Understands time concepts |
| SS.p4.8: With adult support, participates in activities to preserve the environment(e.g., using the trash can and saving items that can be recycled). |
Preschoolers |
Personal-Social |
3. Self Conceptm. Seeks activities that challenge skills |
| Kindergarten |
|
|
|
| SS.K.6: Identifies and correctly uses terms related to location, direction and distance(e.g., up/down, left/right, near/far, here/there). |
N/A |
N/A |
N/A |
| SS.K.7: Locates major geography features(e.g., Equator, North Pole, South Pole, his/her Hometown, Kansas). |
N/A |
N/A |
N/A |
| SS.K.8: Describes characteristics of local surroundings(e.g., classroom, playground, |
N/A |
N/A |
N/A |
| neighborhood, city, school). |
|
|
|
| SS.K.9: Describes seasonal changes and how they affect an individual. |
N/A |
N/A |
N/A |
| SS.K.10: Identifies ways people can maintain or improve the quality of their environment. |
N/A |
N/A |
N/A |
| Kansas, United States, and World History |
|
|
|
| Young Infant |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Mobile Infant |
|
|
|
| SS.mi.4: Recognizes and anticipates familiar routines. |
Infants & Toddlers |
Personal-Social |
2. Interpersonal Skillsx. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed)4-1. Self-Help Skills: Eatinga. Smoothly sucks from nippleb. Infrequently "roots" toward food or objectsc. Infrequently bites down on spoond. Infrequently gags (only when appropriate)e. Munches food (chewing up and down)f. Uses purposeful tongue movementsg. Pulls food off spoon with lipsh. Holds own bottle (omit for breast-fed infants)i. Assists in drinking from cup that is held by adultj. Eats junior or mashed table food without gaggingk. Cleans lower lip with teeth<brl. Chews with rotary/side-to-side action<brm. Feeds self with fingers<brn. Holds and drinks from cup<bro. Brings spoon to mouth and eats food off of it<brp. Scoops food from dish with spoon<brq. Chews well<brr. No longer uses bottle or breast<brs. Feeds self without spilling (with almost no help)<brt. Drinks from straw<bru. Feeds self meal with spoon and cup as main utensils<brv. Distinguishes between edible and nonedible |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
substancesw. Begins to use forkx. Drinks from small glass held with one handy. Gets drink unassisted (turns tap on and off)z. Pours liquid from one container into another4-II. Self-Help Skills: Dressinga. Cooperates in dressing and undressingb. Partially pulls shirt over headc. Removes loose clothingd. Unties shoes or hat as an act of undressinge. Unfastens clothing zipper that has a large pull tabf. Puts on hatg. Removes simple clothing (e.g., open shirt or jacket, stretch pants)h. Removes shoesi. Removes coatj. Puts on simple clothing (e.g., pants, shoes, socks)k. Puts on all clothing unaided, except for fastenersl. Undoes fasteners (e.g., large buttons, snaps, shoelaces)4-III. Self-Help Skills: Groominga. Enjoys playing in waterb. Does not droolc. Cooperates in washing and drying handsd. Allows teeth to be brushede. Allows nose to be wipedf. Washes own handsg. Wipes nose if given a tissueh. Dries handsi. Brushes teeth with assistancej. Washes self with washcloth4-IV. Self-Help Skills: Toiletinga. Indicates need for soiled diaper or pants to be changedb. Cooperates with diaper changing |
|
|
|
d. Urinates when placed on toilete. Has bowel movement when placed on toiletf. Usually indicates need to toilet (rarely has bowel accidents)g. Uses toilet by self, except for cleaning after bowel movement |
|
|
Cognition |
5. Attention & Memory: Visual/Spatialf. Shows anticipation of regularly occurring events in everyday care |
| Toddler |
|
|
|
| SS.t.4: Identifies routines and common occurrences in his/her life. |
Infants& Toddlers |
Personal-Social |
2. Interpersonal Skillsx. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
| SS.t.5: Recognizes the start and end of an event (e.g., clapping at the end of a song). |
Infants& Toddlers |
Personal-Social |
2. Interpersonal Skillsx. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) |
| SS.t.5: Recognizes the start and end of an event (e.g., clapping at the end of a song). |
Infants& Toddlers |
Cognition |
5. Attention & Memory: Visual/Spatialj. Anticipates frequently occurring events in familiar games after two or three trialsk. Anticipates frequently occurring events in familiar games on first trial |
| SS.t.5: Recognizes the start and end of an event (e.g., clapping at the end of a song). |
Infants& Toddlers |
Cognition/Communication |
12. Attention & Memory: Auditoryq. Anticipates parts of rhymes or songsr. Joins in saying nursery rhymes (repeats parts of them) |
| Pre3 |
|
|
|
| SS.p.3.7 Questions why and/or how people are similar or different. |
Preschoolers |
Personal-Social |
2. Interpersonal Skillsr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend play |
| SS.p.3.7 Questions why and/or how people are similar or different. |
Preschoolers |
Communication |
14. Conversation Skillsm. Answers “what is,” “whose,” “who,” and “how many” questions appropriately (if not correctly)15. Sentence Constructionk. Asks “what” questions (e.g., “why,” “what,” “where”) |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item v. Uses comparatives |
| SS.p3.8: Uses word or phrases that differentiate between events that happened in the past, the present and the future (e.g., “when I was a baby...”, “or before I moved into my new house...”). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptivebb. Understands time concepts |
|
| SS.p3.8: Uses word or phrases that differentiate between events that happened in the past, the present and the future (e.g., “when I was a baby...”, “or before I moved into my new house...”). |
Preschoolers |
Communication |
14. Conversation Skillsd. Uses word or sign combinations to describe remote eventsl. Describes events occurring in the environmentv. Explains social conventions or rules to peers15. Sentence Constructiono. Uses most irregular past-tense verb forms correctlyt. Uses a variety of adjectives to describe what has been seen, heard, or experienced |
|
| Pre4 |
|
|
|
|
| SS.p4.9 Describes some of the holidays, foods and special events related to his/her own culture or acts them out in dramatic play. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditoryd. Notices and reacts to changes in familiar rhymes,songs, or stories |
|
| SS.p4.9 Describes some of the holidays, foods and special events related to his/her own culture or acts them out in dramatic play. |
Preschoolers |
Communication |
14. Conversation Skillsd. Uses word or sign combinations to describe remote eventsk. Uses words to describe attributes of toys, foods, or other objectsl. Describes events occurring in the environmentm. Answers “what is,” “whose,” “who,” and “how many” questions appropriately (if not correctly)o. Responds appropriately to “what do you do” and“why do we” questionsu. Communicates knowledge about the world to peers and adultsv. Explains social conventions or rules to peers |
|
| SS.p4.10 Names city and state where he/she lives. |
Preschoolers |
Personal-Social |
3. Self Conceptb. Makes positive statements about self |
|
| SS.p4.11 Demonstrates an understanding of time in the context of daily experiences (e.g., tells parent that her friend was sick yesterday). |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptiveaa. Answers questions or points to pictures to show an understanding that different activities occur in the daytime and at nightbb. Understands time concepts |
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| Kindergarten |
|
|
|
| SS.K.11: Identifies and explains how tools and technology used in the home/school meet people's needs. |
N/A |
N/A |
N/A |
| SS.K.12: Explains how each individual has a personal history.2.(A) compares and contrasts his/her own life with life in a city and/or a rural community. |
N/A |
N/A |
N/A |
| SS.K.13: Identifies family customs and traditions and explains their importance. |
N/A |
N/A |
N/A |
| SS.K.14: Understands that Kansas is a state in the United States and the significance of Kansas Day as the celebration of the state's birthday. |
N/A |
N/A |
N/A |
| SS.K.15: Locates the state of Kansas using a map of the United States. |
N/A |
N/A |
N/A |
| SS.K.16: Recognizes important Kansas state symbols(e.g.,state bird-meadowlark,state flower-sunflower,state animal-buffalo). |
N/A |
N/A |
N/A |
| SS.K.17: Places events in sequential order. |
N/A |
N/A |
N/A |
| SS.K.18: Uses information to find main idea. |
N/A |
N/A |
N/A |
| SS.K.19: Scans historic photographs to gain information. |
N/A |
N/A |
N/A |
| SS.K.20: Asks questions,shares information and discusses ideas about the past. |
N/A |
N/A |
N/A |
| Dance |
|
|
|
| Young Infant |
|
|
|
| CA.i.1: Physical: |
|
|
|
| CA.i.1a: Moves body parts (e.g., sits with support). |
Infants & Toddlers |
Fine Motor |
17. Imitation: Motord. Imitates unfamiliar movementsm. Imitates postures or actions that do not involve props |
|
|
|
18. Grasp & Manipulationa. Actively moves arm after seeing or hearing an objectb. Looks to one side at hand or toyc. Brings toy and hand into visual field and looks at them when toy is placed in handd. Watches hands at midline (actively moves and watches results)e. Bats at object at chest level<brf. Grasps object that is placed in hand (i.e., not reflexive grasp)<brg. Reaches out and grasps objects near body<brh. Displays extended reach and grasp<bri. Rakes and scoops small objects (i.e., fingers against palm)<brj. Reaches out for toys and picks them up when toys are in visual field<brk. Manipulates objects with hands and fingers<brl. Releases one object to take another<brm. Grasps an object, using thumb against index and middle fingers<brn. Uses inferior pincer grasp (i.e., thumb against side of index finger)<bro. Uses index finger to poke<brp. Uses neat pincer grasp (i.e., thumb against tip of index finger)<brq. Removes objects from holders (e.g., rings from post, pegs from holes)<brr. Releases objects into container<brs. Imitates building two-block tower |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
t. Grasps two small objects with one hand |
| u. Places round pegs in holes |
|
|
|
| v. Imitates building three- to four-block tower |
|
|
|
| w. Pokes or plays with play dough |
|
|
|
| x. Turns pages one at a time |
|
|
|
| y. Imitates building six- to eight-block tower |
|
|
|
| z. Turns doorknob with forearm rotation |
|
|
|
| aa. Puts small object through small hole in container |
|
|
|
| bb. Builds tower of 8-10 blocks |
|
|
|
|
|
Gross Motor |
22-l. Upright: Posture & Locomotion |
| a. Holds head steady when held |
|
|
|
| b. Holds trunk steady when held at hips |
|
|
|
| c. Moves to sitting position from stomach or all-fours position |
|
|
|
| d. Sits alone |
|
|
|
| e. Pulls self to standing position |
|
|
|
| f. Steps sideways holding a support |
|
|
|
| g. Stoops to pick up toy while holding a support |
|
|
|
| h. Removes hands from support and stands independently |
|
|
|
| i. Takes independent steps |
|
|
|
| j. Moves from hands and knees to hands and feet to standing |
|
|
|
| k. Squats down to retrieve object |
|
|
|
| l. Walks sideways |
|
|
|
| m. Walks backward at least 5 feet |
|
|
|
| n. Walks up three stairs, same-step foot placement, with rail |
|
|
|
| o. Walks down three stairs, same-step foot placement, |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
with railp. Maintains a squatting position in playq. Runs stifflyr. Jumps on floors. Walks up three stairs, same-step foot placement without railt. Jumps off stairu. Walks backward 10 feetv. Walks on all types of surfaces without fallingw. Uses heel-toe pattern (arms free to carry objects)x. Takes three to four steps on tiptoesy. Runs at least 10 feet without fallingz. Jumps down from 8-inch height(one foot leading)aa. Walks up three stairs, alternate pattern, with railbb. Walks at least 20 feet on tiptoescc. Avoids obstacles when runningdd. Walks up three stairs, alternate pattern, without railee. Walks down three stairs, same-step foot placement without railff. Jumps over 2-inch hurdlegg. Jumps down from 16-inch to 18-inch height(one foot leading)hh. Broad jumps 4 inches to 14 inches22-II. Upright: Balancea. Stands on one foot while hands are heldb. Lifts one leg momentarilyc. Rises onto tiptoes momentarilyd. Stands on one leg with stable posture(1-2 seconds)e. Stands sideways with both feet on balance beam with stable posturef. Walks 5 feet on balance beam with one foot on the balance beam and the other on the floorg. Walks along 10-foot line, following the general direction of the lineh. Stands with stable posture on one leg with hands on |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
i. Walks three steps on balance beam and maintains balance |
| j. Walks along 10-foot line, keeping feet on the line and maintaining balance |
|
|
|
|
|
|
22-III. Upright: Ball Play |
| a. Rolls ball back and forth with an adult |
|
|
|
| b. Tries to kick ball |
|
|
|
| c. Hurls ball 3 feet |
|
|
|
| d. Kicks ball 3 feet |
|
|
|
| e. Throws 8-inch ball to an adult who is 5 feet away |
|
|
|
| f. Throws 3-inch ball to an adult who is 7 feet away |
|
|
|
| g. Throws 3-inch ball to an adult who is 9 feet away |
|
|
|
| h. Catches 8-inch ball with arms in front of body from an adult who is 5 feet away |
|
|
|
| i. Kicks ball 4-6 feet |
|
|
|
|
|
|
22-IV. Upright: Outdoor Play |
| a. Explores play area with supervision |
|
|
|
| b. Enjoys swinging and sliding |
|
|
|
| c. Climbs on low equipment |
|
|
|
| d. Climbs slanted ladder |
|
|
|
| e. Uses slide independently |
|
|
|
| f. Runs on playground, pausing at surface changes |
|
|
|
| g. Climbs on low jungle gym bars and will drop several inches to the ground |
|
|
|
| h. Climbs vertical ladders |
|
|
|
| i. Walks on movable surfaces using some hand support |
|
|
|
| CA.i.1b: Can focus on an object and follow it with focus. |
Infants & Toddlers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| a. Visually fixates for at least 3 seconds |
|
|
|
| b. Visually tracks object horizontally (from side to side) |
|
|
|
| c. Visually tracks object vertically (from head to stomach) |
|
|
|
| d. Visually tracks object in a circle |
|
|
|
| e. Gaze lingers where object or person disappears |
|
|
|
| CA.i.2: Responding: |
|
|
|
| CA.i.2a: Responds to sounds, visual images and motions. |
Infants & Toddlers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| a. Visually fixates for at least 3 seconds |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
b. Visually tracks object horizontally(from side to side)c. Visually tracks object vertically(from head to stomach)d. Visually tracks object in a circlee. Gaze lingers where object or person disappears |
| CA.i.3: Creating: |
|
|
|
| CA.i.3a: Reaches for caregiver and objects. |
Infants&Toddlers |
Communication |
14. Conversation Skillsp. Raises arms to be picked up |
| CA.i.3a: Reaches for caregiver and objects. |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulationg. Reaches out and grasps objects near body |
| CA.i.4: Understanding: |
|
|
|
| CA.i.4a: Moves body when happy and excited. |
Infants&Toddlers |
Communication |
13. Verbal Comprehensiond. Does previously learned task on verbal or gestural cue |
| Mobile Infant |
|
|
|
| CA.mi.1: Physical: |
|
|
|
| CA.mi.1a: Pulls up to standing. |
Infants&Toddlers |
Gross Motor |
22-i. Upright: Posture & Locomotione. Pulls self to standing position |
| CA.mi.1b: Sits without support. |
Infants&Toddlers |
Gross Motor |
22-i. Upright: Posture & Locomotiond. Sits alone |
| CA.mi.2: Responding: |
|
|
|
| CA.mi.2a: Reacts to vocal or observed cues. |
Infants&Toddlers |
Communication |
13. Verbal Comprehensiona. Appropriately reacts to tone of voice and/or some facial expressionsb. Turns to the direction from which name is being called |
| CA.mi.2b: Responds to movement that has a beat or rhythm. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| CA.mi.2c: Follows some observed actions. |
Infants&Toddlers |
Communication |
13. Verbal Comprehensiond. Does previously learned task on verbal or gestural cue |
| CA.mi.3: Creating: |
|
|
|
| CA.mi.3a: Starts and stops with music cueswith adult guidance. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryq. Anticipates parts of rhymes or songs |
| CA.mi.3a: Starts and stops with music cueswith adult guidance. |
Infants&Toddlers |
Communication |
13. Verbal Comprehensiond. Does previously learned task on verbal or gestural cue |
| CA.mi.3b: Explores bending, stretching, small |
Infants& |
Gross Motor |
23. Prone(on Stomach) |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| and big. |
Toddlers |
|
c. Extends head, arms, trunk, and legs in prone positione. Rolls from stomach to backf. Reaches while supported on one elbowh. Pivots in prone position24. Supine(on Back)b. Bends and straightens arms and legse. Reaches out with arm while supine |
| CA.mi.4: Understanding: |
|
|
|
| CA.mi.4a: Controls some body movements. |
Infants& Toddlers |
Gross Motor |
23. Prone(on Stomach)e. Rolls from stomach to back24. Supine(on Back)g. Rolls from back to stomach |
| CA.mi.4b: Demonstrates following simple directions. |
Infants& Toddlers |
Communication |
13. Verbal Comprehensionh. Follows two or more simple commands (one object, one action), spoken or signed |
| Toddler |
|
|
|
| CA.t.1: Physical |
|
|
|
| CA.t.1a: Moves head, arms, legs, knees, elbows, fingers, toes in isolation. |
Infants& Toddlers |
Gross Motor |
23. Prone(on Stomach)i. Pulls forward in prone positionj. Pulls self to hands and kneesn. Raises one hand high while on hands and knees24. Supine(on Back)e. Reaches out with arm while supinef. Holds feet in air for play |
| CA.t.1b: Walks, runs, jumps. |
Infants& Toddlers |
Gross Motor |
22-1. Upright: Posture & Locomotionl. Walks sidewaysm. Walks backward at least 5 feetn. Walks up three stairs, same-step foot placement, with railo. Walks down three stairs, same-step foot placement, with railq. Runs stifflyr. Jumps on floort. Jumps off stairy. Runs at least 10 feet without fallingz. Jumps down from 8-inch height (one foot leading) |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
cc. Avoids obstacles when runningff. Jumps over 2-inch hurdlegg. Jumps down from 16-inch to 18-inch height(one foot leading) |
| CA.t.2: Responding: |
|
|
|
| CA.t.2a: When asked,moves forwardbackwards,up and,down. |
Infants&Toddlers |
Gross Motor |
22-I. Upright:Posture & Locomotioni.Takes independent stepsl.Walks sidewaysm.Walks backward at least5 feets.Walks up three stairs,same-step foot placementwithout railu.Walks backward10 feetaa.Walks up three stairs,alternate pattern,with rail |
| CA.t.2b: Begins to balance on one foot. |
Infants&Toddlers |
Gross Motor |
22-II.Upright:Balancea.Stands on one foot while hands are held |
| CA.t.2c: Bends,reaches,stretches,rocks,sways,shakes,kicks,different parts of thebody. |
Infants&Toddlers |
Gross Motor |
22-III.Upright:Ball Playa.Rolls ball back and forth with an adultb.Tries to kick ballc.Hurls ball3 feetd.Kicks ball3 feete.Throws8-inch ball to an adult who is5 feet awayf. Throws3-inch ball to an adult who is7 feet awayg. Throws3-inch球to an adult who is9 feet awayh.Catches8-inch ball with arms in front of body from anadult who is5 feet awayi.Kicks ball4-6 feet23.Prone(on Stomach)k.Rocks forward and backward while on hands and kneesm.Moves forward(creeps)while on hands and kneeso.Creeps up stairsp.Creeps down stairs,backwards24.Supine(on Back)b.Bends and straightens arms and legse.Reaches out with arm while supineg.Rolls from back to stomach |
| CA.t.3: Creating: |
|
|
|
| CA.t.3a: Stops and starts with music cues. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trial |
| CA.t.3b: Improvises movement to fast and slow music. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trial |
| CA.t.2: Understanding: |
|
|
|
| CA.t.2a: Stops and starts with music cues. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trial |
| CA.t.2b: Improvises movement to fast and slow music. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trial |
| Pre3 |
|
|
|
| CA.p3.1: Physical: |
|
|
|
| CA.p3.1a: Explores moving all body parts in isolation. |
Infants&Toddlers |
Gross Motor |
23. Prone(on Stomach)i. Pulls forward in prone positionj. Pulls self to hands and kneesn. Raises one hand high while on hands and knees24. Supine(on Back)e. Reaches out with arm while supinef. Holds feet in air for play |
| CA.p3.1b: Explores cross lateral movements. |
Preschoolers |
Fine Motor |
19. Bilateral Skills |
|
|
|
f. Demonstrates hand preference by picking up most materials with one hand (will cross midline of body) |
| CA.p3.2: Responding: |
|
|
|
| CA.p3.2a: Moves one body part in response to a simple rhythm pattern. |
Preschoolers |
Fine Motor |
17. Fine Motor |
| d. Imitates simple finger plays (both hands doing similar actions) |
|
|
|
| e. Imitates finger plays (each hand doing different actions) |
|
|
|
| f. Imitates complex motor activities in songs and games |
|
|
|
| CA.p3.2b: Demonstrates the difference between still and moving. |
Preschoolers |
Gross Motor |
22.II. Upright: Balance |
| a. Stands sideways with both feet on balance beam with stable posture |
|
|
|
| 22.IV. Upright: Outdoor Play |
|
|
|
| h. Runs vigorously in play areas |
|
|
|
| CA.p3.2c: Moves over, under and around objects. |
Preschoolers |
Gross Motor |
22.I. Upright: Posture & Locomotion |
| f. Jumps down from 8-inch height (one foot leading) |
|
|
|
| i. Avoids obstacles when running |
|
|
|
| dd. Walks down 10 stairs, alternate pattern, with rail |
|
|
|
| 22.II. Upright: Balance |
|
|
|
| l. Does one somersault, keeping body moving forward |
|
|
|
| 22.IV. Upright: Outdoor Play |
|
|
|
| b. Climbs on low jungle gym bars and will drop several inches to the ground |
|
|
|
| c. Climbs vertical ladders |
|
|
|
| CA.p3.2c: Moves over, under and around objects. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptive |
| k. Understands “up,” “down,” “top,” and “bottom” |
|
|
|
| l. Understands “under,” “over,” “next to,” and “beside” |
|
|
|
| q. Understands “around,” “in front of,” “in back of,” “between,” “high,” and “low” |
|
|
|
| CA.p3.3: Creating: |
|
|
|
| CA.p3.3a: Creates high, medium and low shapes. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skills |
| a. Imitates horizontal stroke |
|
|
|
| c. Copies a circle with a circular scribble |
|
|
|
| f. Copies a circle |
|
|
|
| g. Copies a cross |
|
|
|
| l. Copies a square |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
o. Traces outline of simple stencil |
|
|
Cognition |
8. Problem Solving/Reasoning |
| h. Completes sequences of colors or shapes |
|
|
|
| CA.p3.3b: Explores and creates patterns. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skills |
| a. Imitates horizontal stroke |
|
|
|
| c. Copies a circle with a circular scribble |
|
|
|
| f. Copies a circle |
|
|
|
| g. Copies a cross |
|
|
|
| l. Copies a square |
|
|
|
| o. Traces outline of simple stencil |
|
|
|
| CA.p3.3b: Explores and creates patterns. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoning |
| h. Completes sequences of colors or shapes |
|
|
|
| CA.p3.3c: Combines axial and locomotor movements together. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Play |
| a. Runs on playground, pausing at surface changes |
|
|
|
| CA.p3.4: Understanding: |
|
|
|
| CA.p3.4a: Listens to musical cues and teacher instruction. |
Preschoolers |
Cognition |
12. Attention & Memory: Auditory |
| j. Identifies the melody of a familiar song (names the tune) |
|
|
|
| CA.p3.4b: Dances with purpose attentive to music and instruction. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Play |
| f. Moves actively in play areas |
|
|
|
| CA.p3.4b: Dances with purpose attentive to music and instruction. |
Preschoolers |
Communication |
13. Verbal Comprehension |
| m. Follows instructions that include four elements |
|
|
|
| Pre4 |
|
|
|
| CA.p4.1: Physical: |
|
|
|
| CA.p4.1a: Explores one body part in conjunction with other body parts, balance on one foot. |
Preschoolers |
Gross Motor |
22-II. Upright: Balance |
| d. Stands with stable posture on one leg with hands on hips and opposite knee bent (1-2 seconds) |
|
|
|
| CA.p4.1b: Skips, slides, leaps. |
Preschoolers |
Gross Motor |
22-i. Upright: Posture & Locomotion |
| f. Jumps down from 8-inch height (one foot leading) |
|
|
|
| l. Jumps over 2-inch hurdle |
|
|
|
| m. Jumps down from 16-inch to 18-inch height (one foot leading) |
|
|
|
| n. Broad jumps 4 inches to 14 inches |
|
|
|
| p. Gallops five cycles |
|
|
|
| r. Hops once in place |
|
|
|
| u. Jumps over 8-inch hurdle |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
v. Jumps down from 18-inch to 24-inch height (feet together on takeoff and landing) |
| w. Broad jumps 14 inches to 24 inches |
|
|
|
| x. Skips five cycles, pausing between skips |
|
|
|
| y. Hops two to three times on preferred foot |
|
|
|
| z. Jumps down from 24-inch to 30-inch height (feet together on takeoff and landing) |
|
|
|
| bb. Jumps over several 8-inch obstacles in succession |
|
|
|
| cc. Broad jumps 24 inches to 36 inches |
|
|
|
| dd. Walks down 10 stairs, alternate pattern, with rail |
|
|
|
| ee. Hops five times on preferred foot, three times on nonpreferred foot |
|
|
|
| ff. Skips 5-10 cycles, coordinated step-hop |
|
|
|
| hh. Jumps 3 inches beyond arms' reach |
|
|
|
| ii. Jumps down from 32-inch height (may land on one foot) |
|
|
|
| jj. Broad jumps at least 36 inches |
|
|
|
| kk. Skips at least 15 cycles with rhythmic weight transfer (landing on toes) |
|
|
|
| mm. Hops forward 16 inches on preferred foot, 12 inches on nonpreferred foot |
|
|
|
| oo. Jumps on floor, completing 180-degree turn in one jump |
|
|
|
| CA.p4.2: Responding: |
|
|
|
| CA.p4.2a:Dances to music with varying tempos. |
Preschoolers |
Gross Motor |
22-IV.Upright:Outdoor Play |
| f.Moves actively in play areas |
|
|
|
| CA.p4.2a:Dances to music with varying tempos. |
Preschoolers |
Fine Motor |
17.Fine Motor |
| f.Imitates complex motor activities in songs and games |
|
|
|
| CA.p4.2b:Creates simple rhythm patterns and is able to repeat them. |
Preschoolers |
Gross Motor |
22-IV.Upright:Outdoor Play |
| f.Moves actively in play areas |
|
|
|
| CA.p4.2b:Creates simple rhythm patterns and is able to repeat them. |
Preschoolers |
Fine Motor |
17.Fine Motor |
| d.Imitates simple finger plays(both hands doing similar actions) |
|
|
|
| e.Imitates finger plays(each hand doing different actions) |
|
|
|
| f.Imitates complex motor activities in songs and games |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.p4.2c: Moves through combinations of pathways, straight, zigzag, diagonal, curve. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Playf. Moves actively in play areas |
|
| CA.p4.2d: Expands movement vocabulary by exploring words (e.g., suspend, swing, point, burst, float, droop, carve, creep, open and close). |
Preschoolers |
Communication |
15. Sentence Constructione. Uses“ing”on verbsp. Uses correct verb forms, both irregular and regular, for past, present, and future actions |
|
| CA.p4.3: Creating: |
|
|
|
|
| CA.p4.3a: Creates movement based on imagery from pictures, books or other ideas. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Playf. Moves actively in play areas |
|
| CA.p4.3b: Improvises a dance that has a beginning and an ending that uses 2 or more locomotor steps. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Playf. Moves actively in play areas |
|
| CA.p4.4: Understanding: |
|
|
|
|
| CA.p4.4a: Able to listen and carry out instruction. |
Preschoolers |
Communication |
13. Verbal Comprehensiona. Follows two-part related commands in novel contextsb. Follows three-part commands (three objects and one action, three actions and one object, or three objects related by activity)f. Follows two-step commands involving sequenceh. Follows three-step instructions in sequence involving two to three different objectsl. Follows directions including “before” and “after”m. Follows instructions that include four elements |
|
| CA.p4.4b: Able to create movement and discovery. |
Preschoolers |
Gross Motor |
22-IV. Upright: Outdoor Playf. Moves actively in play areas |
|
| Kindergarten |
|
|
|
|
| N/A |
N/A |
N/A |
N/A |
|
| Music |
|
|
|
|
| Young Infant |
|
|
|
|
| CA.i.5: Physical: |
|
|
|
|
| CA.i.5a: Attends to sounds. |
Infants & Toddlers |
Cognition/Communication |
12. Attention & Memory: Auditorya. Quires when presented with noiseb. Visually searches for soundc. Turns head and searches for or reaches toward sound at ear level while on backd. Turns head or reaches toward sound at ear level while |
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
sittinge. Turns head toward sound and looks or reaches directly when sound is at shoulder levelf. Responds differently to a new soundg. Looks or reaches directly toward a noisemaker when sound is to the side at waist levelh. Turns head back and forth or reaches to either side for two soundsi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trialk. Actively searches for source of sound when sound is not visiblel. Shows recognition of a few familiar soundsm. Makes sounds associated with pictures or objectsn. Attends to stories, repeating words and/or soundso. Matches objects to their soundsp. Identifies objects, people, and events by their sounds |
| CA.i.5b: Begins to make vocal sounds. |
Infants&Toddlers |
Cognition/Communication |
11.Concepts/Vocabulary:Expressivea.Vocalizes repetitive consonant-vowel combinations12.Attention&Memory:Auditorym.Makes sounds associated with pictures or objects |
| CA.i.6:Responding: |
|
|
|
| CA.i.6a:Moves body to music. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryi. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trial |
| CA.i.7:Creating: |
|
|
|
| CA.i.7a:Demonstrates shaking or banging objects or toys. |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playj.Plays spontaneously with a variety of objects,demonstrating their functions |
| CA.i.8:Understanding: |
|
|
|
| CA.i.8a:Attends to music and rhythm patterns through caregiver touch and music exposure. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryu.Notices and reacts to changes in familiar rhymes, |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item songs, or stories |
| Mobile Infant |
|
|
|
| CA.mi.5: Physical: |
|
|
|
| CA.mi.5a: Responds physically to various rhythmic patterns in sound. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| CA.mi.5b: Vocalizes in response to rhythm. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundm. Makes sounds associated with pictures or objects |
| CA.mi.5b: Vocalizes in response to rhythm. |
Infants&Toddlers |
Communication |
12. Attention&Memory: Auditoryk. Actively searches for source of sound when sound is not visiblel. Shows recognition of a few familiar sounds |
| CA.mi.6: Responding: |
|
|
|
| CA.mi.6a: Identifies sources of sounds(i.e.,dog,cat,car,etc.) |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryk. Actively searches for source of sound when sound is not visiblel. Shows recognition of a few familiar sounds |
| CA.mi.6b: Moves to music-rhythm. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryt. Independently says or acts out parts of rhymes or songs |
| CA.mi.7: Creating: |
|
|
|
| CA.mi.7a: Chooses from variety of objects(instruments/toys). |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryp. Identifies objects, people,and events by their sounds |
| CA.mi.7b: Explores bringing objects together to make sounds. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| CA.mi.8: Understanding: |
|
|
|
| CA.mi.8a: Follows and tracks various types of music through movement,facial expressions,verbalizes. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundn. Attends to stories,repeating words and/or soundss. Says or sings at least two nursery rhymes or songs in a group with an adult |
| CA.mi.8b: Creates rhythmic patterns(e.g.,rhythmic poems,simple songs,etc). |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| Toddler |
|
|
|
| CA.t.5: Physical: |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.t.5a: Begins to verbalize words to simple songs. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryr. Joins in saying nursery rhymes (repeats parts of them)s. Says or sings at least two nursery rhymes or songs in a group with an adultt. Independently says or acts out parts of rhymes or songs |
| CA.t.6: Responding: |
|
|
|
| CA.t.6a: Responds to tempos presented in a variety of ways: physically, verbally, with instruments. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trials |
| CA.t.7: Creating: |
|
|
|
| CA.t.7a: Follows simple rhythmic patterns with musical instruments. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trials |
| CA.t.7b: Explores simple music-concepts: tempo, music scale-up to 5 note scale. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundi. Anticipates frequently occurring events in familiar games involving sounds after two or three trials |
| CA.t.8: Understanding: |
|
|
|
| CA.t.8a: Follows and tracks various types of music through movement, facial expressions, verbalize. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryu. Notices and reacts to changes in familiar rhymes,songs,or stories |
| CA.t.8b: Creates rhythmic patterns(e.g.,rhythmic poems,simple songs,etc.). |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundt. Independently says or acts out parts of rhymes or songs |
| Pre3 |
|
|
|
| CA.p3.5: Physical: |
|
|
|
| CA.p3.5a: Repeats sound and rhythm patterns. |
Preschoolers |
Cognition/Communication |
12. Attention&Memory: Auditorya. Joins in saying nursery rhymes(repeats parts of them) |
| CA.p3.5b: Sings simple songs. |
Preschoolers |
Cognition/Communication |
12. Attention&Memory: Auditoryb. Says or sings at least two nursery rhymes or songs in a group with an adult |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.p3.6a: Moves to traditional music: march,gallop,hop,tiptoe. |
Preschoolers |
Fine Motor |
17.Fine Motorf. Imitates complex motor activities in songs and games |
| CA.p3.7: Creating: |
|
|
|
| CA.p3.7a: Repeats song patterns and rhythmic movements to music. |
Preschoolers |
Cognition/Communication |
12.Attention & Memory:Auditoryc. Independently says or acts out parts of rhymes or songs |
| CA.p3.7b: Sings 5-8 note scale. |
Preschoolers |
Cognition/Communication |
12.Attention & Memory:Auditoryf. Sings complete nursery songs or says complete rhymes of four to six linesg. Sings songs or says rhymes of 10-15 lines some lines may be repeated) |
| CA.p3.8: Understanding: |
|
|
|
| CA.p3.8a:Demonstrates understanding of concepts using vocal and physical movement and instruments:soft/loud,高/low,fast/slow. |
Preschoolers |
Personal-Social |
3.Self Conceptm.Seeks activities that challenge skills |
| CA.p3.8a:Demonstrates understanding of concepts using vocal and physical movement and instruments:soft/loud,高/low,fast/slow. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they workm.Responds appropriately to“tell me how”或“how do you” questions |
| CA.p3.8a:Demonstrates understanding of concepts using vocal and physical movement and instruments:soft/loud,高/low,fast/slow. |
Preschoolers |
Cognition/Communication |
10.Concepts/Vocabulary:Receptivew.Selects objects/pictures to indicate an understanding of at least eight relative concepts or comparisonscc.Understands qualitative concepts |
| Pre4 |
|
|
|
| CA.p4.5:Physical: |
|
|
|
| CA.p4.5a:Participates in more complex songs and involves physical movement - finger plays,chants,etc. |
Preschoolers |
Cognition/Communication |
12.Attention & Memory:Auditoryf.Sings complete nursery songs or says complete rhymes of four to six linesg.Sings songs or says rhymes of 10-15 lines some lines may be repeated) |
| CA.p4.5a:Participates in more complex songs and involves physical movement - finger plays,chants,etc. |
Preschoolers |
Fine Motor |
17.Fine Motord.Imitates simple finger plays(both hands doing similar actions)e.Imitates finger plays(each hand doing different actions) |
| CA.p4.5a:Participates in more complex songs and involves physical movement - finger plays,chants,etc. |
Preschoolers |
Gross Motor |
22-IV.Upright:Outdoor Play |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
f. Moves actively in play areas |
| CA.p4.6: Responding: |
|
|
|
| CA.p4.6a: Demonstrates movement without prompting: march, hop, tiptoe, skip. |
Preschoolers |
Fine Motor |
17. Fine Motor |
| f. Imitates complex motor activities in songs and games |
|
|
|
| CA.p4.6a: Demonstrates movement without prompting: march, hop, tiptoe, skip. |
Preschoolers |
Gross Motor |
22.1. Upright: Posture & Locomotion |
| r. Hops in one place |
|
|
|
| x. Skips five cycles, pausing between skips |
|
|
|
| y. Hops two or three times on preferred foot |
|
|
|
| CA.p4.6b: Vocally repeats a note pattern using an 8 note scale. |
Preschoolers |
Cognition/Communication |
12. Attention & Memory: Auditory |
| f. Sings complete nursery songs or says complete rhymes of four to six lines |
|
|
|
| g. Sings songs or says rhymes of 10-15 lines some lines may be repeated) |
|
|
|
| CA.p4.7: Creating: |
|
|
|
| CA.p4.7a: Creates own songs and movements, includes musical instruments. |
Preschoolers |
Personal-Social |
3. Self Concept |
| m. Seeks activities that challenge skills |
|
|
|
| CA.p4.7b: Vocalizes and uses instruments in more complex music/songs. |
Preschoolers |
Personal-Social |
3. Self Concept |
| m. Seeks activities that challenge skills |
|
|
|
| CA.p4.8: Understanding: |
|
|
|
| CA.p4.8a: Demonstrates an understanding of music vocabulary: loud/soft - forte/piano, fast/slow - staccato/legato. |
Preschoolers |
Cognition/Communication |
10. Concepts/Vocabulary: Receptive |
| w. Selects objects/pictures to indicate an understanding of at least eight relative concepts or comparisons |
|
|
|
| cc. Understands qualitative concepts |
|
|
|
| CA.p4.8a: Demonstrates an understanding of music vocabulary: loud/soft - forte/piano, fast/slow - staccato/legato. |
Preschoolers |
Personal-Social |
3. Self Concept |
| m. Seeks activities that challenge skills |
|
|
|
| CA.p4.8b: Identifies basic notes and patterns: whole notes, 1/2 notes, 1/4 notes. |
Preschoolers |
Personal-Social |
3. Self Concept |
| m. Seeks activities that challenge skills |
|
|
|
| CA.p4.8b: Identifies basic notes and patterns: whole notes, 1/2 notes, 1/4 notes. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatial |
| c. Recognizes familiar signs |
|
|
|
| g. Remembers incidental information |
|
|
|
| Kindergarten |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Acting/Theater |
|
|
|
| Young Infant |
|
|
|
| CA.i.9: Physical: |
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.i.9a: Responds to sounds. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| CA.i.9b: Expresses needs with different sounds. |
Infants&Toddlers |
Communication |
14. Conversation Skillsb. Provides consistent signals for states of hunger,distress,and pleasure |
| DC2.1A.i.10: Responding: |
|
|
|
| CA.i.10a: Responds to voices. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new sound |
| CA.i.10b: Repeats sounds vocally and physically. |
Infants&Toddlers |
Communication |
16. Imitation: Vocalc. Repeats sounds just made when imitated by caregiver |
| CA.i.10c: Responds to songs, chants,nursery rhymes,rhythms,pictures in books. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryf. Responds differently to a new soundh. Turns head back and forth or reaches to either sidefor two soundsi. Anticipates frequently occurring events in familiargames involving sounds after two or three trialsn. Attends to stories,repeating words and/or sounds |
| CA.i.11: Creating: |
|
|
|
| CA.i.11a: Begins cooing,babbling. |
Infants&Toddlers |
Communication |
14. Conversation Skillsd. Vocalizes five or more consonant and vowel sounds |
| CA.i.11a: Begins cooing,babbling. |
Infants&Toddlers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressivea. Vocalizes repetitive consonant-vowel combinations |
| CA.i.12: Understanding: |
|
|
|
| CA.i.12a: Listens to stories,books,etc. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryn. Attends to stories,repeating words and/or sounds |
| CA.i.12b: Looks at pictures and points. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryd. Turns head or reaches toward sound at ear level while sittingh. Turns head back and forth or reaches to either sidefor two sounds |
| CA.i.12c: Recognizes songs and specific booksor pictures. |
Infants&Toddlers |
Cognition/Communication |
12. Attention&Memory: Auditoryp. Identifies objects,people,and events by their soundsq. Anticipates parts of rhymes or songsu. Notices and reacts to changes in familiar rhymes,songs,or stories |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.mi.9: Physical: |
|
|
|
| CA.mi.9a: Imitates words. |
Infants&Toddlers |
Communication |
16.Imitation:Vocalh. Imitates familiar two-syllable words without syllable changesi. Imitates familiar two-syllable words with syllable changesj. Imitates most novel one-syllable wordsk. Imitates a variety of novel two-syllable wordsl. Imitates familiar words overheard in conversation or from booksm. Imitates the vocalizations others use for environmental soundsn. Imitates two-word phrases or sentenceso. Imitates three-syllable words(or two-word phrases containing three syllables)p.Repeats novel two-word or two-number sequenceq.Repeats three-word sentences |
| CA.mi.9b: Responds to another voice. |
Infants&Toddlers |
Cognition/Communication |
12.Attention Memory:Auditoryf. Responds differently to a new sound |
| CA.mi.9c: Follows simple directions. |
Infants&Toddlers |
Communication |
13.Attention&Memory:Auditoryf.Follows two or more simple commands (one object, one action), spoken or signed |
| CA.mi.10: Responding: |
|
|
|
| CA.mi.10a: Enjoys listening to stories,songs. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryn.Attends to stories,repeating words and/or soundsu.Notices and reacts to changes in familiar rhymes,songs,or stories |
| CA.mi.10b: Understands and responds to pictures in books that create story. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryn.Attends to stories,repeating words and/or soundsu.Notices and reacts to changes in familiar rhymes,songs,or stories |
| CA.mi.10c: Initiates interaction with familiar people. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagej.Initiates playing games |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.mi.11a: Uses vocal intonation. |
Infants&Toddlers |
Communication |
16.Imitation:Vocalc.c.Repeats sounds just made when imitated by caregived.Shifts sounds(imitates sounds in repertoire whenmade by caregiver)e.Imitates inflection |
| CA.mi.11b:Demonstrates simplecharacter/animal sounds with motions. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditorym.Makes sounds associated with pictures or objects |
| CA.mi.12:Understanding: |
|
|
|
| CA.mi.12a:Responds to favorite stories. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryn.Attends to stories,repeating words and/or sounds |
| CA.mi.12b:Repeats repetitive phrases ofstories at appropriate times or anticipates andverbalizes action of story. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryr.Joins in saying nursery rhymes(repeats parts of them) |
| Toddler |
|
|
|
| CA.t.9:Physical: |
|
|
|
| CA.t.9a:Beginning to follow more complexdirections. |
Infants&Toddlers |
Communication |
13.Verbal Comprehensionm.Follows commands in familiar contextsn.Follows two-part related commands in novel contexto.Follows three-part commands (three objects and oneaction,three actions and one object,or three objectsrelated by activity) |
| CA.t.9b:Initiates conversation. |
Infants&Toddlers |
Personal-Social |
2.InterpersonalSkillse.Tries to attract attention by making sounds,smiling,making eye contact,or using body language |
| CA.t.9b:Initiates conversation. |
Infants&Toddlers |
Communication |
14.ConversationSkillsv.Greets familiar people with anappropriatevocalization or signy.Experiments with two-word utterances or two-signgestures to achieve specific goalsz.Spontaneously says (or signs) familiar greetings andfarewells at appropriate timesgg.Requests assistance |
| CA.t.9c:Asks questions to understand order ofworld's story. |
Infants&Toddlers |
Communication |
14.ConversationSkillsee.Askes simple questions with a vocalization or gesture |
| CA.t.10:Responding: |
|
|
|
| CA.t.10a:Participates in acting out nursery |
Infants&Toddlers |
Cognition/ |
12.Attention&Memory:Auditory |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| rhymes, fingerplays,songs(e.g.,Jack Be Nimble,Jack in the Box). |
Toddlers |
Communication |
r. Joins in saying nursery rhymes(repeats parts of them)s.Says or sings at least two nursery rhymes or songs in a group with an adultt. Independently says or acts out parts of rhymes or songs |
| rhymes, fingerplays,songs(e.g.,Jack Be Nimble,Jack in the Box). |
Toddlers |
Communication |
14.Conversation Skillsr.Plays reciprocal games(e.g.,Peek-a-boo,clapping,taking turns making sounds) |
| CA.t.10b:Recreates plot of familiar stories or movies. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryu.Notices and reacts to changes in familiar rhymes,songs,or stories |
| CA.t.10b:Recreates plot of familiar stories or movies. |
Infants&Toddlers |
Communication |
14.Conversation Skillshh.Uses word or sign combinations to describe remote events |
| CA.t.11:Creating: |
|
|
|
| CA.t.11a:Talks in play situations. |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playo.Talks to dolls or animals and/or makes them interact with one anotherr.Uses different voices for different people in play |
| CA.t.11b:Moves inanimate objects(e.g.,toy characters)in a play situation. |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playn.Pretends that objects are something other than what they are(e.g.,blocks are food) |
| CA.t.11c:Changes voice,emotion,body in play situations. |
Infants&Toddlers |
Cognition |
7.Functional Use of Objects&Symbolic Playr.Uses different voices for different people in play |
| CA.t.12:Understanding: |
|
|
|
| CA.t.12a:Participates in acting out nursery rhymes,fingerplays,songs(e.g.,Jack Be Nimble,Jack in the Box). |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryr.Joins in saying nursery rhymes(repeats parts of them)s.Says or sings at least two nursery rhymes or songs in a group with an adultt.Independently says or acts out parts of rhymes or songs |
| CA.t.12a:Participates in acting out nursery rhymes,fingerplays,songs(e.g.,Jack Be Nimble,Jack in the Box). |
Infants&Toddlers |
Communication |
14.Conversation Skillsr.Plays reciprocal games(e.g.,Peek-a-boo,clapping,taking turns making sounds) |
| CA.t.12b:Recreates plot of familiar stories or movies. |
Infants&Toddlers |
Cognition/Communication |
12.Attention&Memory:Auditoryu.Notices and reacts to changes in familiar rhymes, |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
songs, or stories |
|
|
Communication |
14. Conversation Skills |
| hh. Uses word or sign combinations to describe remote events |
|
|
|
| Pre3 |
|
|
|
| CA.p3.9: Physical: |
|
|
|
| CA.p3.9a: Recites nursery rhymes and simple songs. |
Preschoolers |
Cognition/ |
|
| Communication |
12. Attention & Memory: Auditory |
|
|
| c. Independently says or acts out parts of rhymes or songs |
|
|
|
| f. Sings complete nursery songs or says complete rhymes of four to six lines |
|
|
|
| g. Sings songs or says rhymes of 10-15 lines some lines may be repeated) |
|
|
|
| CA.p3.9b: Recalls familiar stories. |
Preschoolers |
Cognition/ |
|
| Communication |
12. Attention & Memory: Auditory |
|
|
| d. Notices and reacts to changes in familiar rhymes, songs, or stories |
|
|
|
| e. Completes lines of familiar rhymes or songs |
|
|
|
| l. Tells two familiar stories without pictures for help (includes all important parts) |
|
|
|
| CA.p3.9c: Memorizes words in books and stories. |
Preschoolers |
Cognition/ |
|
| Communication |
12. Attention & Memory: Auditory |
|
|
| h. Recalls one or two elements from an unfamiliar story just read (without prompts) |
|
|
|
| i. Recalls three to four elements from an unfamiliar story just read (without prompts) |
|
|
|
| CA.p3.10: Responding: |
|
|
|
| CA.p3.10a: Identifies feelings - happy, sad, mad, etc. |
Preschoolers |
Personal-Social |
2. Interpersonal Skills |
| m. Labels feelings of peers and responds to them |
|
|
|
| r. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend play |
|
|
|
| t. Shows awareness of other people's feelings |
|
|
|
| 3. Self Concept |
|
|
|
| h. Describes own feelings |
|
|
|
| j. Talks about own feelings in relation to events |
|
|
|
| CA.p3.10b: Beginning to differentiate between real and pretend. |
Preschoolers |
Cognition |
7. Symbolic Play |
| a. Talks to dolls or animals and/or makes them interact |
|
|
|
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
Preschoolers |
Cognition/Communication |
with one anotherb. Assumes different roles in fantasy playd. Uses different voices for different people in playe. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceedsg. Uses dolls, stuffed animals, or puppets as participants in play (gives dialogue to them)k. Uses toy animals or dolls to act out "What would happen if . . .?" |
|
| CA.p3.10c: Participates in songs, stories, fingerplays, chants with voice and body together. |
Preschoolers |
Cognition/Communication |
|
|
| CA.p3.10c: Participates in songs, stories, fingerplays, chants with voice and body together. |
Preschoolers |
Cognition/Communication |
Fine Motor |
12. Attention & Memory: Auditorya. Joins in saying nursery rhymes (repeats parts of them)b. Says or sings at least two nursery rhymes or songs in a group with an adultc. Independently says or acts out parts of rhymes or songse. Completes lines of familiar rhymes or songsf. Sings complete nursery songs or says complete rhymes of four to six linesg. Sings songs or says rhymes of 10–15 lines some lines may be repeated)h. Recalls one or two elements from an unfamiliar story just read (without prompts)i. Recalls three to four elements from an unfamiliar story just read (without prompts) |
| CA.p3.10d: Beginning to take a role in dramatic play. |
Preschoolers |
Cognition |
7. Symbolic Playb. Assumes different roles in fantasy playc. Represents more complex events in playd. Uses different voices for different people in playe. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceeds |
|
|
Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
|
g. Uses dolls, stuffed animals, or puppets as participants in play (gives dialogue to them) |
| i. Builds large structures from blocks or chairs and centers play around them |
|
|
|
|
| l. Engages in complex adult role playing |
|
|
|
|
| CA.p3.11: Creating: |
|
|
|
|
| CA.p3.11a: Follows simple instructions to recreate story and dramatic movement. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| b. Assumes different roles in fantasy play |
|
|
|
|
| c. Represents more complex events in play |
|
|
|
|
| f. Uses materials to construct other objects |
|
|
|
|
| CA.p3.11b: Uses costumes to disguise self and become a character in everyday environment. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| l. Engages in complex adult role playing |
|
|
|
|
| 8. Problem Solving/Reasoning |
|
|
|
|
| a. Experiments with cause and effect when playing |
|
|
|
|
| CA.p3.12: Understanding: |
|
|
|
|
| CA.p3.12a: Creates action and verbalization with costume prompt. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| b. Assumes different roles in fantasy play |
|
|
|
|
| c. Represents more complex events in play |
|
|
|
|
| d. Uses different voices for different people in play |
|
|
|
|
| e. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceeds |
|
|
|
|
| CA.p3.12b: Creates story with props/manipulatives. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| b. Assumes different roles in fantasy play |
|
|
|
|
| c. Represents more complex events in play |
|
|
|
|
| f. Uses materials to construct other objects |
|
|
|
|
| g. Uses dolls, stuffed animals, or puppets as participants in play (gives dialogue to them) |
|
|
|
|
| Pre4 |
|
|
|
|
| CA.P4.9: Physical: |
|
|
|
|
| CA.p4.9a: Takes a role in acting out a story. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| b. Assumes different roles in fantasy play |
|
|
|
|
| CA.p4.9b: Creates dialogue specific to a type of character. |
Preschoolers |
Cognition |
7. Symbolic Play |
|
| d. Uses different voices for different people in play |
|
|
|
|
| g. Uses dolls, stuffed animals, or puppets as participants |
|
|
|
|
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.p4.10a: Anticipates story plot and structure of story. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningp. Imagines and describes what will happen next in unfamiliar story or picture |
| CA.p4.10b: Assumes roles in dramatic play situations. |
Preschoolers |
Cognition |
7.Symbolic Playb. Assumes different roles in fantasy play |
| CA.p4.10c: Interacts with others in listening and responding in dramatic role. |
Preschoolers |
Cognition |
7.Symbolic Playe. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceedsj. Cooperates with others in pretend play (discusses roles) |
| CA.p4.10d: Demonstrates feelings with body and voice. |
Preschoolers |
Cognition |
7.Symbolic Playc. Represents more complex events in playl. Engages in complex adult role playing |
| CA.p4.11: Creating: |
|
|
|
| CA.p4.11a: Dictates a story. |
Preschoolers |
Cognition |
7.Symbolic Playh. Describes own activities during play |
| CA.p4.11b: Repeats dialogue and movement to tell a story. |
Preschoolers |
Communication |
14.Conversation Skillsn. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
| CA.p4.11b: Repeats dialogue and movement to tell a story. |
Preschoolers |
Fine Motor |
17.Fine Motorf. Imitates complex motor activities in songs and games |
| CA.p4.11c: Creates roles for self and others in dramatic play situations using body and dialogue. |
Preschoolers |
Cognition |
7.Symbolic Playk. Uses toy animals or dolls to act out“What would happen if...?” |
| CA.p4.11d: Uses costumes to create character with dialogue. |
Preschoolers |
Cognition |
7.Symbolic Playe. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceedsk. Uses toy animals or dolls to act out“What would happen if...?” |
| CA.p4.11e: Creates and executes complicated plot with conflict and resolution verbally and physically. |
Preschoolers |
Cognition |
7.Symbolic Playc. Represents more complex events in playl. Engages in complex adult role playing |
| CA.p4.11f: Uses props/objects in creative ways to promote and create story. |
Preschoolers |
Cognition |
7.Symbolic Playg. Uses dolls, stuffed animals, or puppets as participants in play(gives dialogue to them) |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.p4.12: Understanding: |
|
|
|
| CA.p4.12a: Retells stories. |
Preschoolers |
Communication |
14. Conversation Skillsn. Names three or more elements or describes what is happening when asked to tell all about a picture or storybook |
| CA.p4.12b: Uses imagination to create dramatic roles. |
Preschoolers |
Cognition |
7. Symbolic Playa. Talks to dolls or animals and/or makes them interact with one anotherb. Assumes different roles in fantasy playc. Represents more complex events in playd. Uses different voices for different people in playe. Pretend play includes a logical sequence (with three to four parts) that evolves as play proceedsg. Uses dolls, stuffed animals, or puppets as participants in play(gives dialogue to them)i. Builds large structures from blocks or chairs and centers play around them |
| CA.p4.12c: Creates whole characters using imagination, puppets, inanimate objects(e.g., stuffed animals). |
Preschoolers |
Cognition |
7. Symbolic Playg. Uses dolls, stuffed animals, or puppets as participants in play(gives dialogue to them) |
| CA.p4.12d: Critiques drama experiences and find meaning/moral in story. |
Preschoolers |
Communication |
14. Conversation Skillsu. Communicates knowledge about the world to peers and adults15. Sentence Constructiont. Uses a variety of adjectives to describe what has been seen, heard, or experiencedu. Uses endings on verbs or nouns to indicate the activity of a person or thingv. Uses comparatives |
| Kindergarten |
|
|
|
| N/A |
N/A |
N/A |
N/A |
| Visual Arts |
|
|
|
|
|
|
b. Visually tracks object horizontally(from side to side)c. Visually tracks object vertically(from head to stomach)d. Visually tracks object in a circle |
| CA.i.13b: Explores sensory materials. |
Infants&Toddlers |
Personal-Social |
4.III. Self-Help Skills:Groominga. Enjoys playing in water |
| CA.i.13b: Explores sensory materials. |
Infants&Toddlers |
Cognition |
8.Problem Solving/Reasoningd. Plays with toys placed in hands |
| CA.i.14: Responding: |
|
|
|
| CA.i.14a: Responds to various textures and sensory materials-fabric,water,sand,etc. |
Infants&Toddlers |
Personal-Social |
4.III. Self-Help Skills:Groominga. Enjoys playing in water |
| CA.i.14a: Responds to various textures and sensory materials-fabric,water,sand,etc. |
Infants&Toddlers |
Cognition |
8.Problem Solving/Reasoningd. Plays with toys placed in hands |
| CA.i.15: Creating: |
|
|
|
| CA.i.15a: Splashes water,blows bubbles. |
Infants&Toddlers |
Personal-Social |
4.III. Self-Help Skills:Groominga. Enjoys playing in water |
| CA.i.16: Understanding: |
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| CA.i.16a: Beginning to imitate sounds. |
Infants&Toddlers |
Communication |
16.Imitation:Vocalc.Repeats sounds just made when imitated by caregiverd.Shifts sounds(imitates sounds in repertoire when made by caregiver)e.Imitates inflectionf.Experiments with making own mouth move like that of an adultg.Attempts to match new sounds |
| CA.i.16b: Favors objects/sensory materials. |
Infants&Toddlers |
Personal-Social |
1.Self-Regulation & Responsibilitye.Entertains self with toys for short periods of time |
| CA.i.16c: May attach to a special object-blanket,“lovey. |
Infants&Toddlers |
Personal-Social |
3.Self-Conceptc.Makes choices |
| Mobile Infant |
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| CA.mi.13: Physical: |
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| CA.mi.13a: Scribbles with crayon. |
Infants&Toddlers |
Fine Motor |
21.Visual-MotorSkillsb.Scribbles spontaneously |
| CA.mi.13b: Crawls on textures - fabric, wood, bubble wrap. |
Infants&Toddlers |
Gross Motor |
22-IV. Upright: Outdoor Playa. Explores play area with supervision |
| CA.mi.14: Responding: |
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| CA.mi.14a: Examines small objects and details. |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulationc. Brings toy and hand into visual field and looks at them when toy is placed in hand |
| CA.mi.14b: Grasps objects with thumb and pointer finger. |
Infants&Toddlers |
Fine Motor |
18. Grasp&Manipulationm. Grasps an object, using thumb against index and middle fingersn. Uses inferior pincer grasp (i.e., thumb against side of index finger)p. Uses neat pincer grasp (i.e., thumb against tip of index finger) |
| CA.mi.15: Creating: |
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| CA.mi.15a: Explores sensory materials - non-toxic paint, fingerpaint, paper, playdough,sand. |
Infants&Toddlers |
Gross Motor |
22-IV. Upright: Outdoor Playa. Explores play area with supervision |
| CA.mi.15a: Explores sensory materials - non-toxic paint, fingerpaint, paper, playdough,sand. |
Infants&Toddlers |
Cognition |
8. Problem Solving/Reasoningd. Plays with toys placed in hands |
| CA.mi.16: Understanding: |
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| CA.mi.16a: Repeats actions, sounds, activities,etc. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skillsd. Imitates vertical strokee. Imitates shifting from scribble to stroke and backf. Imitates horizontal stroke |
| Toddler |
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| CA.t.13: Physical: |
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| CA.t.13a: Grips paint brush,crayons,pipette,spray bottle. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skillsa. Marks paper with writing implement |
| CA.t.13b: Makes random and disordered scribbles. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skillsb. Scribbles spontaneously |
| CA.t.14: Responding: |
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| CA.t.14a: Explores variety of art media:painting, gluing, printing,fingerpainting,clay,etc. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skillsc. Fingerpaints with whole hand |
| CA.t.14b: Shows control of paint,brushes,markers,etc. |
Infants&Toddlers |
Fine Motor |
21. Visual-Motor Skillsc. Fingerpaints with whole hand |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
| CA.t.15: Creating: |
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| CA.t.15a: Explores and manipulates sensory materials. |
Infants&Toddlers |
Fine Motor |
19.BilateralSkillsp.p.Puts loose pop beads togetherq.Strings three large beadst.T.strings small beads |
| CA.t.15a: Explores and manipulates sensory materials. |
Infants&Toddlers |
Cognition |
8.Problem Solving/Reasoningd.Plays with toys placed in hands |
| CA.t.15b:Demonstrates self-expression with art materials. |
Infants&Toddlers |
Fine Motor |
21.Visual-MotorSkillsc.Fingerpaints with whole handg.Pretends to write |
| CA.t.16: Understanding: |
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| CA.t.16a:Explores and manipulates sensory materials. |
Infants&Toddlers |
Fine Motor |
19.BilateralSkillsp.P puts loose pop beads togetherq.Strings three large beadst.T.strings small beads |
| CA.t.16a:Explores and manipulates sensory materials. |
Infants&Toddlers |
Cognition |
8.Problem Solving/Reasoningd.Plays with toys placed in hands |
| CA.t.16b:Demonstrates self-expression with art materials. |
Infants&Toddlers |
Fine Motor |
21.Visual-MotorSkillsa.Marks paper with writing implementb.Scribbles spontaneouslyc.Fingerpaints with whole hand |
| Pre3 |
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| CA.p3.13:Physical: |
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| CA.p3.13:Physical: |
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| CA.p3.13a:Begins use of scissors. |
Preschoolers |
Fine Motor |
21.Visual-MotorSkillsd.Snips with scissorse.Makes continuous cuts across paperi.Cuts on a straight line, staying within 1/2 inch of thelinek.Cuts out a 4-inch squaren.Cuts out a 4-inch circleq.Cuts out pictures following general shape |
| CA.p3.13b:Explores with natural and recycled objects. |
Preschoolers |
Cognition |
8.Problem Solving/Reasoningd.Plays with toys placed in hands |
| CA.p3.14:Responding: |
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| CA.p3.14a: Explores more complex art activities. |
Preschoolers |
Cognition |
7. Symbolic Playh. Describes own activities during play |
| CA.p3.14a: Explores more complex art activities. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsf. Copies a circleg. Copies a crossh. Draws a person with a head and at least one featurej. Draws a person with a head and four featuresm. Draws simple representational picturesp. Draws a person with a head and eight features |
| CA.p3.14b: Mixes two basic shapes - abstract rather than representational. |
Preschoolers |
Cognition |
6-II. Visual Perception: Matching & Sortingc. Sorts by shape |
| CA.p3.14b: Mixes two basic shapes - abstract rather than representational. |
Preschoolers |
Fine Motor |
21. Visual-Motor Skillsp. Draws a person with a head and eight features |
| CA.p3.15: Creating: |
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| CA.p3.15a: Creates work that requires some planning - usually a person with head and 2 vertical lines for legs. |
Preschoolers |
Fine Motor |
18. Grasp & Manipulationd. Makes simple forms with play dough21. Visual-Motor Skillsp. Draws a person with a head and eight features |
| CA.p3.15b: Works independently. |
Preschoolers |
Personal-Social |
3. Self Conceptm. Seeks activities that challenge skills |
| CA.p3.16: Understanding: |
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| CA.p3.16a: Mixes colors to create a new color. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatiali. After observing three objects being placed under separate covers, identifies the cover under which8. Problem Solving/Reasoningh. Completes sequences of colors or shapes |
| CA.p3.16a: Mixes colors to create a new color. |
Preschoolers |
Communication |
13. Verbal Comprehensione. Sorts by color on verbal direction (no sample) |
| CA.p3.16b: Names shapes. |
Preschoolers |
Cognition |
5. Attention & Memory: Visual/Spatialf. Tells the name of object or picture shown briefly in a group of two and then hiddeni. After observing three objects being placed under separate covers, identifies the cover under which6-II. Visual Perception: Matching & Sortingc. Sorts by shapee. Matches geometric designs (orientation irrelevant) |
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h.Matches at least eight geometric shapes8.Problem Solving/Reasoningh.Completes sequences of colors or shapes |
| Pre4 |
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| CA.p4.13:Physical: |
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| CA.p4.13a:Uses a variety of materials to create art. |
Preschoolers |
Fine Motor |
18.Grasp & Manipulationd.Makes simple forms with play dough19.Bilateral Skillsc.Strings small beadsi.Does simple sewing |
| CA.p4.13b:Shows skill with scissors. |
Preschoolers |
Fine Motor |
21.Visual-Motor Skillsd.Snips with scissorse.Makes continuous cuts across paperi.Cuts on a straight line, staying within 1/2 inch of the linek.Cuts out a 4-inch squaren.Cuts out a 4-inch circleq.Cuts out pictures following general shape |
| CA.p4.14:Responding: |
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| CA.p4.14a:Recognizes and describes various art forms-sculpture,painting,printing. |
Preschoolers |
Cognition |
5.Attention&Memory:Visual/Spatialk.Describes from memory visual characteristics of familiar objects8.Problem Solving/Reasoningd.Independently explores objects to determine their functions and/or shows other people how they workm.Responds appropriately to“tell me how”或“how do you”questions |
| CA.p4.14b:Drawings suggest real life. |
Preschoolers |
Fine Motor |
21.Visual-Motor Skillsm.Draws simple representational pictures |
| CA.p4.14c:Drawings becoming better defined,more detail. |
Preschoolers |
Personal-Social |
3.Self Conceptm.Seeks activities that challenge skills |
| CA.p4.15:Creating: |
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| CA.p4.15a:Tells stories/works out problems with drawings. |
Preschoolers |
Cognition |
7.Symbolic Playh.Describes own activities during play |
| CA.p4.15a:Tells stories/works out problems with drawings. |
Preschoolers |
Personal-Social |
3.Self Conceptj.Talks about own feelings in relation to events |
Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards
| Early Skills |
Level |
Domain |
The Carolina Curriculum Sequence, Item |
|
|
|
n. Identifies own strengths and abilities |
| CA.p4.15b: Combines multiple media (e.g., builds sculpture then paints sculpture; paints paper then prints on it). |
Preschoolers |
Fine Motor |
18. Grasp & Manipulationd. Makes simple forms with play doughj. Places paper clips on paper19. Bilateral Skillsc. Strings small beadsg. Ties single knoti. Does simple sewingl. Folds paper in half(no demonstration) |
| CA.p4.16: Understanding: |
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| CA.p4.16a: Demonstrates understanding of art vocabulary and concepts. |
Preschoolers |
Cognition/Communication |
11. Concepts/Vocabulary: Expressiveq. Uses new word in conversation soon after hearing the word or having been told the meaning of the wordsr. Labels colors: red, green, blue, orange, purple, yellow, black, brown, pink,and gray |
| CA.p4.16b: Discusses own artistic creations and those of others. |
Preschoolers |
Cognition |
8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they workm. Responds appropriately to“tell me how”or“how do you”questions |
| Kindergarten |
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|
| N/A |
N/A |
N/A |
N/A |