Circle Progress Monitoring-Texas PKG Alignment

Children view the numbers and are prompted, “What number is this?”

Pre-K 3 Guideline:

• PK3.V.A.5 Child recognizes numerals 0-5.

Pre-K 4 Guideline:

• PK4.V.A.5 Child recognizes numerals 0-10.

Children view four images and identify which one represents a number.

Pre-K 3 Guideline:

• PK3.V.A.5 Child recognizes numerals 0-5.

Pre-K 4 Guideline:

• PK4.V.A.5 Child recognizes numerals 0-10.

Children are asked to scan a complex visual array of shapes and point to the correct shapes.

Pre-K 3 Guideline:

• PK3.V.C.4 Child recognizes common shapes, regardless of size.

Pre-K 4 Guideline:

• PK4.V.C.4 Child recognizes common shapes, regardless of orientation and size.

Children are shown different 2D and 3D shapes and asked to name or point to each shape.

Pre-K 3 Guideline:

• PK3.V.C.1 Child names and describes common 2D shapes.

Pre-K 4 Guideline:

• PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

The first item evaluates rote counting skills, and the teacher enters the highest number the child counted to in sequence.

Pre-K 3 Guideline:

• PK3.V.A.1 Child rote counts from 1 to 10.

Pre-K 4 Guideline:

• PK4.V.A.1 Child rote counts from 1 to 30.

Children are asked to count sets of picture items and indicate the cardinal value for each set. The most important thing to remember when administering this item is that THE RESPONSE IS SCORED BASED ON THE CARDINAL VALUE THAT THE CHILD PROVIDES. For example, if the child accurately counts the 10 items but provides the wrong cardinal value, the item is scored as incorrect. Children are being asked to understand that a set of objects has a specific (cardinal) value.

Pre-K 3 Guidelines:

• PK3.V.A.2 Child counts up to 5 objects with one-to-one correspondence.
• PK3.V.A.3 Child counts up to 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

Pre-K 4 Guidelines:

• PK4.V.A.2 Child counts up to 10 objects with one-to-one correspondence.
• PK4.V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

Children identify groups that contain a specific number of objects.

Pre-K 3 Guideline:

• PK3.V.A.4 Child instantly recognizes the quantity of up to 3 objects without counting (subitizes).

Pre-K 4 Guideline:

• PK4.V.A.4 Child instantly recognizes the quantity of up to 6 objects without counting (subitizes).

Children are asked to solve simple addition and subtraction problems.

Pre-K 3 Guidelines:

• PK3.V.B.1 Child uses objects to demonstrate that adding one or more objects to a set will increase the number of objects in the set.
• PK3.V.B.2 Child uses objects to demonstrate that taking away one or more objects from a set will decrease the number of objects in the set.

Pre-K 4 Guidelines:

• PK4.V.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects.
• PK4.V.B.2 Child uses objects, pictorial models, and/or a verbal word problem to represent subtracting objects from a set of 5

Children are asked to identify what comes next in a pattern by selecting the appropriate response.

Pre-K 3 Guideline:

• PK3.V.E.3 Child recognizes and duplicates patterns.

Pre-K 4 Guideline:

• PK4.V.E.3 Child recognizes, duplicates, extends, and creates patterns.

Children demonstrate their understanding of mathematical language and concepts. Items assess concepts such as capacity, quantity, measurement, order, and position.

Pre-K 3 Guidelines:

• PK3.V.A.8 Child compares sets of objects up to 5 using comparative language (e.g., more than, less than, same number of).
• PK3.V.D.2 Child begins to recognize capacity based on how much space exists within an object.
• PK3.V.D.1 Child understands that lengths of objects can vary and be compared.
• PK3.V.C.3 Child begins to use language to describe position of objects.

Pre-K 4 Guidelines:

• PK4.V.A.8 Child compares sets of objects up to 10 using comparative language (e.g., greater/more than, less/fewer than, equal to/same number of).
• PK4.V.D.2 Child recognizes and compares capacity based on how much space exists within an object.
• PK4.V.D.1 Child recognizes and compares heights or lengths of people or objects.
• PK4.V.C.3 Child demonstrates use of position words.

Science was designed to measure four disciplinary core ideas in the National Research Council’s framework for science education, including:

• Physical Sciences
• Life Sciences
• Earth and Space Sciences
• Engineering and Technology Applications of Science

Please note that there are no PK3 outcomes for the science section, as noted in the 2022 Texas Prekindergarten Guidelines.

Pre-K 4 Guidelines:

• PK4.VI.A.1 Child observes, investigates, describes, and discusses characteristics of common objects.
• PK4.VI.B.1 Child observes, investigates, describes, and discusses the characteristics of organisms.
• PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.
• PK4.VI.A.3 Child uses simple scientific tools to learn about objects.
• PK4.VI.C.2 Child identifies, observes, describes, and discusses objects in the sky.
• PK4.VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments.
• PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.
• PK4.VI.B.2 Child observes, describes, and discusses the life cycles of organisms.
• PK4.VI.A.2 Child observes, investigates, describes, and discusses position and motion of objects.
• PK4.VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses.
• PK4.VI.C.4 Child demonstrates an understanding of the importance of caring for our environment and our planet.

Rapid Letter Naming evaluates how quickly and accurately children can recognize and name a combination of upper and lowercase letters.

Pre-K 3 Guidelines:

• PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print).

Pre-K 4 Guidelines:

• PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters).

The Book and Print Awareness observes the child’s engagement and awareness of books and print.

Materials: A book that preferably has these features:

• Hardback book, not paperback
• Has pictures drawn by an illustrator, not a photographer
• Has more than one layout across pages. For example, sometimes the first word to read is at the bottom of the page; other times, it is oriented at the top of the page, not consistently at the bottom of the page.

Pre-K 3 Guidelines:

• PK3.III.E.1 Child can distinguish between pictures and print.
• PK3.III.E.2 Child handles books with increasing skill and imitates reading with awareness of directionality (e.g., imitates reading text across a page).

Pre-K 4 Guidelines:

• PK4.III.E.1 Child can distinguish between elements of print including letters, words, and pictures.
• PK4.III.E.2 Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping).

The Letter-Sound Correspondence sub-test assesses a child’s ability to identify sounds associated with individual letters.

Pre-K 3 Guidelines:

• PK3.III.C.2 Child identifies the letter associated with the sound of the first letter of his name.
• PK3.III.C.3 Child produces the correct sound for the first letter of his name.

Pre-K 4 Guidelines:

• PK4.III.C.2 Child recognizes at least 20 distinct letter-sound correspondences.
• PK4.III.C.3 Child produces at least 20 distinct letter-sound correspondences.

Children identify parts of the word or each word of the sentence.

Pre-K 3 Guideline:

• PK3.III.B.5 Child participates in oral syllabication activities.

Pre-K 4 Guidelines:

• PK4.III.B.1 Child identifies the individual words in a spoken sentence.
• PK4.III.B.5 Child begins to blend and segment syllables in multisyllabic words.

Rhyming evaluates a child’s ability to identify rhyming words.

Pre-K 3 Guideline:

• PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.

Pre-K 4 Guideline:

• PK4.III.B.6 Child identifies rhyming words.

Evaluates a child’s ability to recognize sounds contained in words.

Pre-K 3 Guideline:

• PK3.III.B.7 Child uses alliteration through playful activities such as songs and read alouds.

Pre-K 4 Guideline:

• PK4.III.B.7 Child identifies alliterative words with pictorial support.

Children are asked to point to the word that was blended and blend phonemes independently.

Pre-K 3 Guidelines:

• PK3.III.B.3 Child recognizes the individual words in a compound word.
• PK3.III.B.8 Child participates in onset-rime blending activities.

Pre-K 4 Guidelines:

• PK4.III.B.3 Child uses two familiar base words to form a compound word with pictorial or gestural supports.
• PK4.III.B.8 Child identifies a familiar one-syllable word that is segmented by onset and rime.

Rapid Vocabulary evaluates how quickly and effortlessly children can retrieve and name familiar picture words.

Pre-K 3 Guidelines:

• PK3.II.D.1 Child understands (receptive) and uses (expressive) expected words to label and describe common objects, people, places, actions, and events.
• PK3.II.D.3 Child shows a steady increase in understanding (receptive) and using (expressive) language learned from books, conversations, and play.

Pre-K 4 Guidelines:

• PK4.II.D.1 Child understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events.
• PK4.II.D.3 Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.

Story Retell and Comprehension looks at a child’s ability to retell a story and answer comprehension questions. The teacher listens for key story elements, such as characters, settings, problems or emotions, use of connecting words, and an ending.

Pre-K 3 Guidelines:

• PK3.III.D.1 Child re-enacts a story after it has been read aloud.
• PK3.II.D.3 Child shows a steady increase in understanding (receptive) and using (expressive) language learned from books, conversations, and play.
• PK3.II.E.3 Child uses simple sentence structures with at least one idea.
• PK3.III.D.3 Child asks and answers age-appropriate questions about a book.

Pre-K 4 Guidelines:

• PK4.III.D.1 Child retells or re-enacts a story with a clear beginning, middle, and end.
• PK4.II.D.3 Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.
• PK4.II.E.3 Child uses sentences that combine multiple phrases or ideas.
• PK4.III.D.3 Child asks and responds to questions relevant to the text read aloud.

The Social Studies measure assesses children’s understanding of concepts related to self, family, community, people and the environment, and history and events.

Please note there are no PK3 outcomes for the Early Social Studies Skills section, as noted in the 2022 Texas Prekindergarten Guidelines

Pre-K 4 Guidelines:

• PK4.VII.A.1 Child identifies similarities and differences between himself, classmates, and other people through specific characteristics and cultural influences.
• PK4.VII.A.2 Child identifies similarities and differences in characteristics of families.
• PK4.VII.A.3 Child connects his life to events, time, and routines.
• PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter.
• PK4.VII.B.2 Child demonstrates an understanding of what it means to be a consumer.
• PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers.
• PK4.VII.C.1 Child identifies and creates common geographic features.
• PK4.VII.C.2 Child explores geography tools and resources.
• PK4.VII.D.1 Child identifies the United States and Texas flag.
• PK4.VII.D.3 The child engages in voting as a method for group decision-making.

The Writing observables checklists are designed to assess growth in child behaviors that can be easily observed during day-to-day interactions between teachers and preschool students. The writing observables include areas of observation for:

• Motivation to Write
• Writing as a Process
• Conventions in Writing

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Understands that what you say can be written down
2. Draws pictures and people
3. Makes letter-like symbols
4. Write recognizable, age-appropriate letters
5. Prints own name with approximate letters
6. Writes/copies words and friends’ names from around the room

Pre-K 3 Guidelines:

• PK3.IV.A.1 Child engages in free-choice drawing and writing activities.
• PK3.IV.A.2 Child attempts to draw and write for many purposes and begins to explore different writing tools.
• PK3.IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities with adult prompting.
• PK3.IV.C.1 Child attempts to write some letters of own name (usually beginning with the first letter).
• PK3.IV.C.2 Child uses drawings, scribbles, and mock letters to communicate ideas.
• PK3.IV.C.3 Child begins to write using letter-like forms.

Pre-K 4 Guidelines:

• PK4.IV.A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.
• PK4.IV.A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.
• PK4.IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities.
• PK4.IV.C.1 Child writes first name (or nickname) using legible letters in the proper sequence.
• PK4.IV.C.2 Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate.
• PK4.IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters.

The Positive Social Behaviors observable checklist captures behaviors that demonstrate how children interact positively with peers and adults, communicate with others, and cooperate in social situations.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Talks to and interacts positively with adults
2. Talks to and interacts positively with peers
3. Initiates conversation and activities with peers
4. Participates cooperatively in group activities
5. Shares materials with peers
6. Assists or comforts peers in need
7. Begins to solve problems in conflicts with peers
8. Asks for adult help when cannot resolve peer conflict
9. Accepts compromise and input from others to solve problems

Pre-K 3 Guidelines:

• PK3.I.A.1 Child is building competence in controlling own body movements.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.C.1 Child forms positive relationships with adults and peers.
• PK3.I.C.2 Child assumes roles and responsibilities as part of the classroom community with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.C.5 Child seeks adult help when experiencing conflicts with another child.

Pre-K 4 Guidelines:

• PK4.I.A.1 Child is aware of where own body is in space and respects personal boundaries.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers.
• PK4.I.C.2 Child assumes various roles and responsibilities as part of the classroom community.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary.

The Classroom Community & Safety observable checklist captures behaviors that demonstrate how children follow rules, respect people and materials, and contribute positively to the classroom environment.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Follows the classroom and school rules
2. Follows two-step and three-step instructions
3. Complies when redirected by an adult
4. Appropriately uses and takes care of classroom materials
5. Respects others’ space and materials
6. Assists adults with classroom jobs or setup/cleanup of activities

Pre-K 3 Guidelines:

• PK3.I.B.1.a Child follows simple rules and routines when assisted by adults.
• PK3.I.B.1.b Child takes care of and manages classroom materials with adult assistance.

Pre-K 4 Guidelines:

• PK4.I.B.1.a Child follows classroom rules and routines with occasional reminders from adults.
• PK4.I.B.1.b Child takes care of and manages classroom materials.

The Emotion and Behavior Regulation observable checklist captures behaviors that demonstrate how children recognize and manage emotions, respond appropriately in social situations, and adapt to classroom transitions and routines.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Uses emotion words to explain own feelings (e.g., sad, mad)
2. Begins to identify and understand other’s feelings
3. Transitions from one activity to another without becoming upset
4. Waits for their turn in activities
5. Takes pride in own accomplishments (e.g., shows work to others)
6. Expresses frustration/anger during peer conflict, without harming others or materials
7. Makes wants and interests known to teachers and adults
8. Says “excuse me” or waits, rather than interrupting others

Pre-K 3 Guidelines:

• PK3.I.B.1.c Child manages own behavior with adult guidance and assistance.
• PK3.I.B.2.a Child recognizes and expresses a range of emotions.
• PK3.I.B.2.b Child is familiar with basic feeling words (e.g., happy, sad, mad, scared).
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.6 Child responds with concern when a child or adult is distressed.

Pre-K 4 Guidelines:

• PK4.I.B.1.c Child regulates own behavior with occasional reminders or assistance from adults.
• PK4.I.B.2.a Child begins to understand the connection between emotions and behaviors.
• PK4.I.B.2.b Child uses verbal and nonverbal communication to communicate basic emotions and feelings.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.6 Child demonstrates empathy and caring for others.

The Self-Care observable checklist captures behaviors that demonstrate a child’s independence in managing personal care routines, including dressing, toileting, and hygiene.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Dresses and toilets without help (except for shoe tying/zippers that require assistance through age 5)
2. Uses good hygiene practices (e.g., hand washing, cover mouth when cough)

Pre-K 3 Guideline:

• No PK3 outcomes for this domain of learning.

Pre-K 4 Guideline:

• PK4.IX.C.2 Child practices good habits of personal health and hygiene.

The Approaches to Learning observable checklist captures behaviors that demonstrate how children focus, persist through challenges, and engage in learning activities.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Completes an activity before moving on to another activity
2. Focuses on cleanup of materials until the job is done
3. Listens attentively to an entire story of age-appropriate length
4. Concentrates when working with classroom materials (e.g., blocks, puzzles)
5. Sticks with tasks that are challenging
6. Sets goals, develops plans, and follows through to completion

Pre-K 3 Guidelines:

• PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion.
• PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10–15 minutes at a time.

Pre-K 4 Guidelines:

• PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.
• PK4.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

The Art, Creativity, and Dramatic Play observable checklist captures the child’s imagination, creative expression, and participation in creative activities.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Creates artistic products (e.g., drawings, clay forms, painting, etc.) as a form of creative self-expression and representation
2. Uses imagination to act out pretend play on their own or with encouragement from others
3. Uses music, movement or dance as a form of creative self-expression and representation
4. Participates in group music, movement, dance or other creative classroom activities

Pre-K 3 Guideline:

• No PK3 outcomes for this domain of learning.

Pre-K 4 Guidelines:

• PK4.VIII.A.1 Child uses a variety of art materials for sensory experiences and exploration.
• PK4.VIII.A.2 Child uses art as a form of creative self-expression and representation.
• PK4.VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others.
• PK4.VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms.
• PK4.VIII.B.2 Child responds to different musical styles through movement and play.
• PK4.VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations.

The Initiative and Curiosity observable checklist assesses children’s initiative, curiosity, and engagement in learning, as well as their ability to use and recognize common technology tools and digital learning resources.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

Initiative and Curiosity

1. Pilot item: Child is able to launch technology devices and interact with educational applications with adult assistance.
2. Pilot item: Child is able to name digital tools within the classroom (e.g., computer, tablet, mouse).
3. Seeks out others to share an idea or get involved in an activity
4. Shows eagerness to learn about new topics and how to do new tasks
5. Shows flexibility and creativity in approaching new tasks
6. Asks questions in order to learn more about people, topics and ideas
7. Asks about how objects work or why things are done a particular way

Pre-K 3 Guidelines:

• PK3.I.A.3 Child begins to show awareness of own abilities.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.D.1 Child shows interest in other people and their feelings.

Pre-K 4 Guidelines:

• PK4.I.A.3 Child shows reasonable opinion of his own abilities and limitations.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own.

Pilot items:

• PK4: PK4.X.A.1 Child opens and navigates through digital learning applications and programs, when appropriate.
• PK4.X.A.2 Child uses and names a variety of digital tools that support and enhance learning.
• PK4.X.A.4 Child uses technology to access appropriate information, with adult assistance.
• PK4.X.A.3 Child uses digital learning applications to contribute to class-made digital products that express own ideas, as appropriate.

The Flexibility observable checklist captures behaviors that demonstrate how children adapt to changes, consider others’ perspectives, and adjust their approaches to solve problems and interact effectively with others.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Is able to change or modify an ineffective approach to solving a problem and try a new approach
2. Incorporate others’ ideas in order to be more effective engaging in activities or interacting with others
3. Shows the ability to accept another person’s way of doing things even when it differs from their own approach
4. Incorporates others’ feedback to be more effective in solving problems or interacting with others
5. Can go with the flow when routine activities must be adjusted due to unexpected circumstances

Pre-K 3 Guidelines:

• PK3.I.A.3 Child begins to show awareness of own abilities.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.D.1 Child shows interest in other people and their feelings.

Pre-K 4 Guidelines:

• PK4.I.A.3 Child shows reasonable opinion of his own abilities and limitations.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own.

The Gross Motor Skills observable checklist captures behaviors that demonstrate children’s balance, coordination, movement control, and ability to use outdoor play equipment safely and effectively through larger movements such as running, jumping, and balancing.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Is able to run in a fluid manner with changes in direction and speed
2. Is able to balance independently on one foot with no assistance for at least 3 seconds
3. Is able to hop on each foot for at least two hops
4. Is able to catch a small ball (e.g., tennis ball) from a distance of at least 4 feet. Note: Catching balls by pulling the ball close to the body or forming a basket with cupped hands is acceptable
5. Is able to successfully utilize a variety of outdoor play equipment in an appropriate manner (e.g., uses slides/swings, pedal tricycles)

Pre-K 3 Guidelines:

• PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling.
• PK3.IX.A.2 Child engages in movement sequences with adult support.

Pre-K 4 Guidelines:

• PK4.IX.A.1 Child demonstrates coordination and balance in isolation.
• PK4.IX.A.2 Child coordinates sequence of movements to perform tasks.

The Fine and Visual Motor Skills observable checklist focuses on how children use their hands and coordinate movements for tasks like writing and drawing.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Is able to pick up small objects (e.g., beans, rice, raisins) easily using a pincer grasp. The pincer grasp occurs when the child uses the index finger and thumb to grasp objects
2. Is able to complete a range of activities associated with daily living independently (e.g., uses utensils or pours independently)
3. Is able to participate successfully in classroom activities requiring fine motor dexterity (e.g., completing inset puzzles, linking cubes, building a block tower of 6-8 blocks, and unscrewing jars)
4. Is able to draw some recognizable shapes or designs (e.g., smiley faces, stick figures)

Pre-K 3 Guidelines:

• PK3.IX.B.1 Child experiments with a variety of fine motor tasks but may lack strength and control.
• PK3.IX.B.2 Child shows emerging proficiency in tasks requiring eye-hand coordination.

Pre-K 4 Guidelines:

• PK4.IX.B.1 Child shows control of tasks that require small-muscle strength and control.
• PK4.IX.B.2 Child shows increasing control of tasks that require eye-hand coordination.

The Health Status observable checklist captures children’s understanding of healthy food choices, hygiene practices, and safety rules that support personal health and well-being.

Observe and mark each student’s demonstration of these behaviors as:

Rarely, Sometimes, or Consistently

1. Is able to distinguish between healthy and less healthy food types (e.g., healthy food that can be eaten any time and food that is acceptable for special occasions)
2. Demonstrates an understanding of hygiene practices (e.g., hand washing, covering mouth when coughing). Note: This item evaluates an understanding of good hygiene practices, but does not imply that children must use practices consistently to receive a score of Proficient
3. Demonstrates an understanding of safety rules for the classroom, playground, and community (e.g., no running in the classroom, not walking up or down the slide, and looking both ways prior to crossing the street). Note: This item evaluates an understanding of safety rules and does not imply that children must follow all safety rules consistently to receive a score of Proficient

Pre-K 3 Guideline:

• No PK3 outcomes for this domain of learning.

Pre-K 4 Guidelines:

• PK4.IX.C.1 Child practices good habits of personal safety.
• PK4.IX.C.2 Child practices good habits of personal health and hygiene.
• PK4.IX.C.3 Child identifies good habits of nutrition and exercise.