SAMPLE School Readiness Goals Strategies

SAMPLE School Readiness Goals Strategies

DRDP 2015

7/27/16

Guidance for Educators: The sample strategies in this document are only samples. The strategies that educators and parents adopt must be based on the individual skills, interests and abilities of children. The following resources contain additional strategies which will assist educators and teachers to develop rich strategies to support children's growth on their school readiness goals:

The Creative Curriculum for Infants Toddlers & Twos The Creative Curriculum Preschool California Preschool and Infant/Toddler Frameworks Stanislaus COE Head Start Resources: Dual Language Learner Position Statement Transition Tool Kit School Readiness Plan

Head Start Early Learning Frameworks

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

School Readiness Goal Planning-- SAMPLE Strategies Domain: Approaches to Learning ? Self-Regulation

Measure # and Description

ATL 1: Attention Maintenance

ATL 2: Self-Comforting

ATL 3: Imitation

SAMPLE Strategies to support growth to the identified level. Strategies must be

individualized for each child based on his/her skills, interests, and abilities:

Hold up interesting toys/objects and talk to him/her frequently to attract

RL

his/her attention. Provide one or two toys or materials at a time, exchanging them when the

child's attention diminishes.

Use the child's name to get his or her attention as adults begin to speak

Hold up interesting toys/objects and talk to him/her frequently to attract

his/her attention for longer periods of time.

EE Provide one or two toys or materials at a time, exchanging them when the

child's attention diminishes.

Provide appropriate amounts of visual stimuli, e.g., pictures, mobiles, and

signs so child is neither over-nor under stimulated.

Read short stories (board books) to him/her. Offer him/her objects to

extend play

EL

Provide child with time, space, and a variety of interesting materials for play

Interpret and expand on what children do and say. Model deliberate,

strategic engagement in activities and self-talk to help children stay

engaged and persist with challenging tasks

Provide interesting toys and objects for use in extended play

BE

Provide child with time, space, and a variety of interesting materials for play

Use recyclable as well as new materials that can be used in a variety of

innovative ways, e.g., boxes, tubes, spools, containers.

RL

Stay nearby children to provide support when child needs to sooth he/her self

Establish and practice consistent routines

EE

Provide soft toys or a personal item from home so child can use in soothing themselves.

Establish and practice consistent routines

Provide a quiet, cozy area with soft items were children can sit and self-

EL

comfort.

Use simple, clear language and facial expressions to communicate

acceptable behaviors

Communicate daily activities to the children so they are able to anticipate

BE

and regulate any needs he/she might have. Model taking deep breaths, counting to five, or doing relaxation exercised

when situations are stressful. Talk about how you are taking dep breaths

to help you relax

RL Intentionally model verbally desired enthusiasm, self-comfort, and

behavior.

EE Intentionally model verbally and physically desired behavior, self-comfort,

enthusiasm and well-being.

EL Provide props and toys that children can use to imitate familiar actions or

words experienced at an earlier time.

BE Model expected behaviors, actions, verbally and physically in a positive

manner which children can practice, repeat and implement.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

RL

Provide appropriate amounts of visual stimuli. EX. mobiles, pictures Provide one or two toys or materials at a time, exchanging when the child's

attention diminishes.

ATL 4:

Provide appropriate amounts of visual and physical stimuli. EX.

Curiosity and

EE

toys/objects/signs

Initiative in Learning

Provide child with time, space, and a variety of interesting materials for

play.

Provide children with time, space, and a variety of interesting materials for

EL

play

Demonstrate, explain, and engage children in trying different ways of doing

things. Discuss whether the strategies worked well.

BE

Ask children open ended questions such as "What else can you do with..?" Encourage child to learn from his/her mistakes. Encourage him/her to make

and test predications and to examine his/her thinking.

BM

Provide hands on investigatory experiences that motivate the children Take time to answer why questions, offering explanations that the child can

understand.

Provide thought provoking experiences. EX. Magnifying glass to observe

BL

the pattern of colors on a caterpillar. Play games that support children's curiosity and internal motivation, such

as mystery bag" hide and object inside a bag. Giver verbal clues about its

identity. Let children feel, describe and guess what it is before looking at it.

Provide challenging experiences. EX. Use computer to learn about the

IG

habitats of different animals. Describe children's problem solving strategies, e.g., "you tried reaching in

toe the jar to get the balls out, and then you turned the jar over and

dumped them.

RL Stay nearby and give child support when needed

Establish and practice consistent care routines.

EE

Stay in close proximity of child Use clear, simple language to communicate which behaviors are

acceptable, e.g. say, "Pat Juan's arm gently.

EL

Provide some safe zones, EX. Soft area with feelings chart Acknowledge when child shows self-discipline, e.g., say, "You wanted to

grab Tommy's car, but you waited until he was finished playing with it."

ATL 5: Self-Control of Feelings and Behavior

BE

Use routine visuals to support the child's individual needs Use simple, clear language and facial expressions to communicate

acceptable behaviors

Talk about feelings during routine activities

BM Model taking deep breaths, counting to five, or doing relaxation exercised

when situations are stressful. Talk about how you are taking dep breaths to

help you relax

Provide opportunities for children to engage in make believe play

BL Model taking deep breaths, counting to five, or doing relaxation exercised

when situations are stressful. Encourage child to do relaxations exercises

too.

Provide picture and word cues as children participate in self-care tasks.

IG Discuss photos of people showing various emotions. Encourage children to

create stories about the source of the person's feelings. Guide them to

come up with appropriate ways the person might respond to the situation.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

Measure # and Description ATL 6: Engagement and Persistence

ATL 7: Shared Use of Space and Materials

SAMPLE Strategies to support growth to the identified level. Strategies must be

individualized for each child based on his/her skills, interests, and abilities:

Provide appropriate amounts of visual stimuli. EX. mobiles, pictures

EE Provide one or two toys or materials at a time, exchanging when the

child's attention diminishes.

Provide interesting toys/objects for child to manipulate

EL

Sing about the activity to maintain the child's focus. EX. "This is the way we stack the blocks, stack the blocks, stack the blocks..."

Provide children with time, space, and a variety of interesting materials

Play games that support children's curiosity. EX. Mystery Bag Game. BE Provide many opportunities for child to make choices from among

interesting materials that are familiar and challenging, and encourage child to use them in many ways

Support children's efforts during challenging tasks by providing specific feedback. EX. "What will happen if you turn the puzzle piece around?"

BM Point out strategies the child used successfully in similar situations, e.g., prompt, "Yesterday you used the broom to get the dishes from behind the sink. I wonder if that would work to get the puzzle ice that dropped behind the shelf."

Provide specific support to encourage the child's problem solving skills.

BL Play games that support children's curiosity and internal motivation, such

as mystery bag" hide and object inside a bag. Giver verbal clues about its

identity. Let children feel, describe and guess what it is before looking at it

Guide children in doing in-depth, long term, and open-ended studies and

IG

explorations Encourage children to think of multiple ways to create something using

the same materials. Ex; they might see how many different ways they can

make a boat using milk cartons, paper, foil, craft sticks, etc.

Teachers will look for child's interests, such as a toy or book and have it

EE

available throughout the day.

Provide opportunities for child to interact with other children, staying

nearby to offer redirection and prevent harm to children.

EL

Teachers will provide small group activities with few children (3-4) at a time. EX. Set up water table with only 4 tubs in small space.

Coach child to say "no" or "stop" in a conflict and expand on this language

BE

Teachers will provide extra materials of child's choice so they can keep materials close to them.

Coach child to use assertive, not aggressive language "Zory, it's my turn"

Teachers will use positive strategies to help them learn to cooperate with

BM

others by suggesting turn taking and sharing, and by modeling cooperation. EX. wait list, model words "When you are finished can I have

a turn."

Explain conflicts to children when they take place, describing feelings

Staff will display solution cards and use as expectations for problem

BL

solving on their own. Provide children with waiting list as an option and

cue to share.

Encourage child to recognize cooperative behavior for a "kindness jar"

IG Children on own will share and use all skills learned previous by teachers modeling and cues used in environment as a reminder to sharing.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

School Readiness Goal Planning-- SAMPLE Strategies Domain: Social & Emotional Development

Measure # and Description

SED 1: Identify of Self in Relation to Others

SED 2: Social and Emotional Understanding

SED 3: Relationships and Social interactions with Familiar Adults

SAMPLE Strategies to support growth to the identified level. Strategies must be

individualized for each child based on his/her skills, interests, and abilities:

RL Interact one on one with child daily, playing and talking to him/her. Encourage families to share traditions, songs, games and stories.

EE Use photographs of children involved in classroom activities. Use children's names regularly throughout the day.

EL Ask children to draw or dictate a story about their family. Ask open-ended questions to learn more. Have them help label the people in a family photo

BE Offer multiple ways for children to express their individuality and preferences. EX: express ideas through painting, drawing, or storytelling

BM Provide activity where children can describe themselves compared to others. EX: who has curly hair? or who likes the rain?

BL Discuss difference between each other i.e. hair clothes etc. Make each child feel special. Make time for him to share interests

IG

Feeling chart ? discuss child's feelings at throughout the day Encourage children to create short stories about their day with photos and

dictations

RL Provide repetitive songs for child to anticipate gestures

Interact one on one with child daily, playing and talking to them.

EE

Introduce novel activity that relies on adult instruction Engage in experiences that help child understand how to interact with

others e.g., play peek-a boo

EL

Encourage child to interact with less familiar peer Show respect in handing children, e.g., say "I'm washing your fact to get

the food off."

BE Read stories and identify emotions throughout Talk to child at eye level

BM

Provide support and opportunities to identify emotions Pay special attention when a child will likely act aggressively. Help child

control his/her emotions and behavior

BL Role play scenarios and predict emotions

Label and talk about emotions and their causes

IG

Invite peers to identify emotions during conflict negotiation. Help children detect and interpret cues e.g., "He looks mad, his forehead

is wrinkled and his mouth turns down

RL

Talk to the child frequently, eye contact & constant attention to calm child. Smile frequently at child when you interact to establish positive

relationship

EE Invite child to play with favorite toys invite him or her to interact and play

Interact with children daily one-on-one playing and talking to them

EL Maintain constant eye contact with child. Ask him or her to play by asking what game he or she wants to play

BE Follow child's lead in play, provide assistance when needed, encourage cooperative play and conversation.

BM

Engage in conversation with child allowing him or her to express ideas and answering questions as they are being asked making sure to be on her or

his eye level.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

Measure # and Description SED 3: Relationships and Social interactions with Familiar Adults

(con't)

SED 4: Relationships and Social Interactions with Peers

SAMPLE Strategies to support growth to the identified level. Strategies must be

individualized for each child based on his/her skills, interests, and abilities:

BL

Provide opportunities by asking him or her to help setting up activities, use helpers chart to have her or him help with the different jobs in the

classroom.

Give him/ her responsibilities to organize and be in charge of an activity.

IG

Encourage him/her to work in partnership with the teacher and make a secure space to save the project while it's in progress.

Engage children in informal conversations about their life and yours, Listen

attentively while they speak.

RL Teacher will model talking to other children.

Provide duplicates of favorite toys.

EE

Teacher will model playing alongside other children Acknowledge child's positive interactions, e.g., say "you touched Omar's

face very gently"

EL Teacher will model sharing toys with other children

Create spaces in the room for two children to work together

Teacher will model cooperative play with other children

BE Observe child as he/she tries to enter groups. If needed help child find

play partner and teach positive strategies foe entering and participating in

group activities.

Teacher will model cooperative play that involves turn taking

Discuss and read books about friendships e.g. how friends treat one

BM

another Help preschool children to learn how to enter a group by 1.) Waiting,

watching and listening without speaking; 2.) Imitating the actions of the

children in the group; and 3.) saying something positive that relates to

what the group is doing such as suggesting roles they could play

BL Teacher will model inviting others to join their cooperative play

Model respectful relationship between adults

IG Teacher will model planning cooperative play activities

SED 5: Symbolic and Sociodramatic Play

RE Talk to child frequently to attract child's attention using voice or objects

Provide books appropriate for the child's age and abilities

RL Provide objects/toys for child to explore with hands/mouth

Model pretending, e.g. pretend to take a bite of a plastic apple

EE

Provide objects such as a banana to be used as fruit to pretend play or use as telephone. Use dramatic play house chairs as seats for bus, car,

and train.

EL

Pretend play house phones are walkie talkies. Pretends that blocks are name cards as they play school.

Provide a variety of realistic and less realistic props

BE Provide an assortment of interesting toys, dress up clothing and objects

for use extended play.

Provide a variety of materials that include children with different interests.

BM

Place them throughout the classroom.

Ask open ended questions to extend children's imaginative play and

expressive language.

BL Provide theme boxes for child to engage explore and pretend with peers

IG Plan assigned roles to children who can organize and negotiate with others such as rely games.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

Measure # and Description LLD1: Understanding of Language (Receptive)

LLD2: Responsiveness to Language

School Readiness Goal Planning--SAMPLE Strategies

Domain: Language & Literacy Development

SAMPLE Strategies to support growth to the identified level. Strategies must be

individualized for each child based on his/her skills, interests, and abilities:

RL

Use language throughout the day. Use parallel talk. Use parentese--singsong speech and exaggerated facial expression to

encourage baby to listen and focus on what is said

EE

Use language throughout the day. Use frequent simple words. Example: water, more, bye-bye, child's name, teacher's name, parent's name.

Have child's attention when you speak, be face to face at child's level

Use repetitive language with gestures. Example: point to cubby and say

EL

"get your jacket." One step directives

Talk often with child, using rich language to describe objects, events, and

people in the environment.

Use questions in language to see if child comprehends. Example: "who

BE

will help me put toys away? Who has the red crayon?"

Use language that is easy to understand. Explain new vocabulary as you

use it

BM

Use longer phrases in sentences and directives. Example: "who remembers in what book we saw the brown bear? How can we make

playdough?"

Use descriptive words and proper names in language BL Alert children when giving complex explanations. Tell them what to listen

for, For example say, "This is hard to understand. Listen carefully to each step."

IG

Use how and why questions. Use multi-step and unrelated directions ex first take the plastic table cloth

and put it on the table, next get the paint...."

RL

Use language thorough out the day. Use parentese--singsong speech and exaggerated facial expression to

encourage baby to listen and focus on what is said

EE

Name objects in the environment, name actions such as bye, more, person's name. Repetitive talk.

Positively acknowledge when the child follows directions

EL

Use simple complete sentences about what is happening in the environment.

Positively acknowledge when the child follows directions

BE

Say simple one-step directives, such as Put your shoes on, clean your nose.

Have the child's attention when speaking. Be face to face at child's level

BM

Say one- step directions that are new, such as" bring me the red drum. (new items in classroom) Introduce new one step directive.

Be clear and specific when making requests and giving directions.

BL Use multi-step directives, "get your jacket, put it on and go to the door." Use precise language because young children are very literal thinkers

Say multi-step directions that are not use in everyday settings. "Go to the

IG

dramatic area and bring me the tea pot. Directions on what is not an everyday routine.

Give adequate waiting time, so children can process what they hear and

take part in discussion.

RL-Responding Later, EE-Exploring Earlier, EL-Exploring Later, BE-Building Earlier, BM-Building Middle, BL-Building Later IG-Integrating U:Drive/Grantee Operated/Resources/DRDP/DRDP Strategies/Goals Strategies DRDP 2015.doc 7/27/2016

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