FACE Implementation of the Early Childhood Standards
FACE Early Childhood Staff Self-Reflection on the
Implementation of the Early Childhood Standards
Program Year 2017 (July 1, 2016 – June 30, 2017)
Teacher Name: _____________________________________________________________________ Date __________________
Last First mo/day/year
Co-Teacher Name: _____________________________________________________________________
Last First
FACE School: __________________________________________________
At the end of PY17, the early childhood teacher and co-teacher should reflect together on the implementation of the FACE Early Childhood Standards during this school year (2016-17) and complete this form. Submit only one form for your program. Please check the column that best describes implementation of each of the standards in your FACE classroom.
|Language and Literacy Standards |Not Yet |Beginning to |Mostly Implemented |Well Established |
| | |Implement | | |
|Standard 1. Listens for various purposes. | | | | |
|1.1 Children have daily opportunities to comprehend and respond to stories, poems, chants/rhymes and fingerplays. | | | | |
|1.2 Children are provided daily activities that help them learn to follow directions. | | | | |
|1.3 The asking and answering of simple questions is incorporated in daily classroom routines (e.g., What is your | | | | |
|plan today?). | | | | |
|1.4 Experiences that encourage children to listen to and engage in conversations with others are included in daily| | | | |
|classroom routines (e.g., respond appropriately to questions and comments from others, turn and talk to a partner | | | | |
|in a sharing circle activity). | | | | |
|1.5 Children have opportunities to listen to and retell oral stories from their American Indian culture. | | | | |
| | | | | |
|Standard 2. Uses language to communicate ideas. | | | | |
|2.1 Children have varied opportunities daily to initiate and respond appropriately in conversations with children | | | | |
|and adults. | | | | |
|2.2 Children have varied experiences to develop an increasingly complex vocabulary and to use sentences of varying| | | | |
|lengths (e.g., books, conversations, field trips, use of multiple word sentences during planning and recall). | | | | |
|2.3 Children are encouraged to use language to pretend or create (e.g., dress-up area, drama center). | | | | |
|2.4 Children have daily opportunities to communicate in English or their Native language and to be understood by | | | | |
|others. | | | | |
|2.5 Children have daily opportunities to use home/cultural language speaking skills in conversation, during play | | | | |
|or work, or while singing. | | | | |
|Standard 3. Attends to sounds in language. | | | | |
|3.1 Children are provided opportunities to develop phonological awareness by repeating rhymes, simple songs, | | | | |
|poems, and fingerplays. | | | | |
|3.2 Children have opportunities to repeat rhymes, simple songs, poems, and chants in their home/cultural language.| | | | |
|3.3 Word games that encourage children to play with sounds of language, repetitive phrases, rhymes, and syllables | | | | |
|are included in classroom routines. | | | | |
|3.4 Children have varied opportunities to learn to discriminate some sounds in words (e.g., recognize words with | | | | |
|the same beginnings or endings, repetitive sounds, rhyming words). | | | | |
|Standard 4. Uses writing as a way to communicate ideas. | | | | |
|4.1 Children have varied opportunities to write for different purposes (e.g., sign-in, make a sign, write a menu | | | | |
|in the house area). | | | | |
|4.2 A variety of writing tools (e.g., pencils, markers, crayons, chalk, magnetic letters), materials, and surfaces| | | | |
|are readily available throughout the classroom. | | | | |
|4.3 Various types of children’s writing are supported by teachers, including scribbles, pictures, and letter-like | | | | |
|forms to represent words or convey ideas. | | | | |
|4.4 Children have opportunities to tell others about the intended meaning of their writings and pictures. | | | | |
|4.5 Children are provided a variety of resources to facilitate writing (e.g., dictation of stories to adults, | | | | |
|asking others for help in writing, copying letters and words from the environment). | | | | |
|Standard 5. Shows increasing awareness of print and books. | | | | |
|5.1 Children have daily access to choosing and looking at a variety of books (including wordless books, | | | | |
|storybooks, informational books, and alphabet books) and to listening to book reading in group and individualized | | | | |
|settings. | | | | |
|5.2 Activities that promote children’s book-handling skills and identification of the parts of books are included | | | | |
|in classroom routines. | | | | |
|5.3 Children participate in interactive daily read-alouds (dialogic reading) where they get opportunities to | | | | |
|respond to stories (e.g., join in predictable phrases, make predictions, ask and answer questions about the | | | | |
|story). | | | | |
|5.4 Children have opportunities to read environmental print, signs and symbols (e.g., finds name on the attendance| | | | |
|chart, reads labels, recognizes signs and logos). | | | | |
|5.5 Daily read-alouds give children opportunities to comprehend a sense of story (e.g., identifies characters, | | | | |
|setting, and events, retells a story in sequence, and predicts outcome of stories). | | | | |
|5.6 Experiences that promote knowledge of letters, in English and/or home/cultural language, are provided in | | | | |
|classroom routines (e.g., naming letters, observing similarities and differences in letters, writing some | | | | |
|letters). | | | | |
|5.7 Children have varied opportunities to be exposed to print and stories so they become aware that print carries | | | | |
|meaning. | | | | |
|5.8 Children have opportunities to recognize differences in some printed words in English and in their | | | | |
|home/cultural language | | | | |
|Math Standards |Not Yet |Beginning to |Mostly Implemented |Well Established |
| | |Implement | | |
|Standard 1. Uses numbers and counting to determine and compare quantity, solve problems and understand number | | | | |
|relationships. | | | | |
|1.1 Children are provided varied opportunities and materials to encourage curiosity and interest in counting. | | | | |
|1.2 Experiences that build understanding of numbers and quantities are included in classroom routines; children | | | | |
|use number words in daily routines, activities, and play (e.g., counting the number of children in the room, using| | | | |
|numbers in dramatic play). | | | | |
|1.3 Children have opportunities to use and create symbols to represent numbers (e.g., holds up three fingers to | | | | |
|indicate age, uses scribble writing to make numbers while playing). | | | | |
|1.4 Children have access to materials and experiences that enable them to count objects, or groups of objects, | | | | |
|using one-to-one correspondence. | | | | |
|1.5 Children have opportunities to practice counting objects of up to 10 items in sequence and demonstrating | | | | |
|knowledge of how many (e.g.,” I have five buttons.”). | | | | |
|1.6 Children have opportunities to count objects in home/cultural language up to 10. | | | | |
|1.7 Experiences that promote identification of numbers 1-10 and recognition in the environment are routinely | | | | |
|included in the classroom (e.g., identifying numbers on the clock). | | | | |
|1.8 Children have opportunities to identify numbers 1-10 and say their names in home/cultural language. | | | | |
|1.9 Children are provided varied opportunities and materials that help them understand the changes in sets of | | | | |
|objects when they are combined (e.g., combining beads with a friend). | | | | |
|1.10 Experiences are provided in the classroom routine that encourage children to describe changes in objects when| | | | |
|they are separated into parts (e.g., separate a stack of crackers into three piles and child says, “Now we have | | | | |
|three small piles.”). | | | | |
|1.11 Children are provided varied opportunities and materials to use descriptive words for size, amount and | | | | |
|comparisons (more, less, same as, fewer or greater than, etc.) | | | | |
|1.12 Experiences that encourage children to match numbers to the quantities they represent are included in | | | | |
|classroom routines (e.g., child works a puzzle that matches the number on one side with the number of objects on | | | | |
|the other). | | | | |
|Standard 2. Recognizes and creates patterns and understands their relationships and functions. | | | | |
|2.1 Children are provided varied opportunities and materials to work with simple patterns and duplicate them | | | | |
|(e.g., making a beaded necklace matching the pattern on a picture). | | | | |
|2.2 Experiences that encourage children to recognize and name repeating patterns are included in classroom | | | | |
|routines and play activities. | | | | |
|2.3 Planned experiences and play provide opportunities for children to create simple patterns. | | | | |
|2.4 Planned experiences and play provide opportunities for children to extend simple patterns using a variety of | | | | |
|materials. | | | | |
|2.5 Children have varied opportunities in planned and play experiences to practice matching, sorting and grouping | | | | |
|items according to one or two attributes. | | | | |
|2.6 Children are provided varied opportunities and materials that enable them to arrange several items into a | | | | |
|series or pattern and describe the relationships (big/bigger/biggest). | | | | |
|Standard 3. Uses measurement to make and describe comparisons in the environment. | | | | |
|3.1 Children are provided varied opportunities and materials to help them understand the concept of measurement, | | | | |
|including nonstandard measures to measure objects (e.g., hands, boxes, rope). | | | | |
|3.2 Planned experiences and play provide opportunities for children to compare objects and demonstrate | | | | |
|understanding of terms such as longer/shorter, faster/slower, and hotter/colder. | | | | |
|3.3 Routines include opportunities for children to develop and demonstrate understanding of the concept of time | | | | |
|(e.g., what happens next, yesterday/tomorrow) | | | | |
|3.4 Children are provided experiences that require them to look forward to, remember, and talk about sequences of | | | | |
|events (e.g., says, “We go to lunch and then Mommy comes to read to me.”). | | | | |
|3.5 Children have opportunities to participate in a variety of measuring activities. | | | | |
|3.6 Children are provided varied opportunities and materials to help them understand the concept of measurement | | | | |
|using standard measures (e. g., measuring tape, yardstick) | | | | |
|Standard 4. Uses shapes and space to define items in the environment. | | | | |
|4.1 Planned experiences and play provide opportunities for children to develop an understanding of positional | | | | |
|terms (e.g., between, inside, under, behind, etc.). | | | | |
|4.2 Children are provided varied opportunities and materials to name and recognize basic shapes (e.g., circle, | | | | |
|square, triangle) in the environment in English and/or home language. | | | | |
|4.3 Experiences are provided so children can represent shapes found in the environment (e.g., painting circles for| | | | |
|the moon, making animals from dough). | | | | |
|4.4 Children are provided varied opportunities and materials to encourage them to compare and describe attributes | | | | |
|of shapes with their own words. | | | | |
|4.5 Planned experiences and play provide opportunities for children to develop an understanding of spatial | | | | |
|relationships including describing the position or location of objects in relation to self or other objects. | | | | |
|4.6 Children are provided varied experiences and materials to put shapes together and take them apart (e.g., | | | | |
|puzzles and toys with multiple shapes). | | | | |
Please email this completed form to vyarnell@ or fax it to 913 451-8190 by June 16, 2017.
Thanks for your help!
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