Pre-K Alignment Codes
IC- Creative Curriculum Implementation Checklist
CC-Creative Curriculum Guides
G-GOLD Assessment
E-ECERS
ELL-SELLCA
S-SELA
PC-PCMI
AP-Approaches to Learning Standards
Framework For Effective Teaching Rubric
3. Culture of Achievement: A learning focused environment of shared high expectations promotes mastery.
In one lesson……
Indicators
Pre-K Alignments
3a. Enthusiasm for Learning
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Student shows eagerness to learn about a variety
Students express satisfaction in solving problems
of topics and ideas (G)Obj. 11.d
and mastering new material.
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Student demonstrates confidence in meeting
own needs (G- Obj.1.c)
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Student is able to articulate and demonstrate the
steps necessary for problem solving. (Second
Step –Unit 3)
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3b. Persistence
Students show persistence in confronting
demanding concepts and tasks.
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Student plans and pursues own goal until it is
reached (G-Obj. 11b )
Student sustains attention to tasks or projects
over time (G-Obj. 11a)
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3c. Community
Classroom norms promote positive and productive
teacher-student and student-student relationships.
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Student cooperates and share ideas and
materials in socially acceptable ways (G-Obj. 3b)
Student interacts cooperatively in groups-works
on tasks with others. (G-Obj. 2c)
Teacher shows appreciation for student’s interest
needs and efforts. (IC III A-2)
Student demonstrates prosocial behaviors when
working in a group. (Second Step-Unit 1)
Student demonstrates skills necessary for
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Look -fors (in teacher and student practice)
Students can explain how they solved a problem or
show what they did to fix it.
Student uses their senses in investigating. They talk
about how it feels smells, looks and links to their
personal experiences. “It feels soft like my teddy bear”
or, “it looks like an elephant with a horn”.
Student may tell another child, “Put the big block on the
bottom or it will fall down”, or “Turn the puzzle piece
around so it can fit”.
Student may investigate new materials to expand their
interests: “I am looking in the Zoo book to find my
animal”.
Student might say, “look, I did it !” or, “I’m so excited,
we’re going to the zoo today”
Student attempts different strategies to get a desired
result, like stacking the blocks differently for a taller
building or continuing to try different positions to
complete a puzzle.
Student seeks answers to questions by exploring
materials and/or asking questions of peers and adults.
Student independently counts, orders objects, classifies
or matches in their daily class activities like counting out
the plates at lunch or using one to one representation in
determining the number of children present.
Student compares weight by persistently trying a variety
of objects to balance the scale.
Student plays with sounds until he/she finds a rhyming
word to a given sample word.
Manners and socially appropriate language are modeled
by teacher and used by student, for example,” Please”,”
Thank You”,” Can I help you?”, “ May I have a turn?”
Conversations among students are frequently observed.
Student shares ideas and works collaboratively on
projects
Student understands the schedule and independently
follow the daily routine.
Competency 3 Resources
On Your Desk
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Creative Curriculum for Preschool
Implementation Checklist pp. 23-30
Second Steps Curriculum Guide
Framework For Effective Teaching Rubric
sharing, trading and/or taking turns. (Second
Step – Unit 3)
3d. Attention
Teacher’s strategies and routines capture and
maintain student attention on learning.
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Adapt instruction to include all children (eg. Offer
challenging experiences, Use clear visual cues,
use concrete objects and gestures) (IC-lll.C.1.4)
Use transitions as an opportunity to teach
concepts and skills (IC-ll.D.3)
Draw children’s attention to the sounds of
language through playful songs, stories, rhymes
and chants to help develop phonological
awareness. (IC-lll.C2.3)
Provide a variety of materials for exploring and
investigating the outdoors, the physical
environment, number concepts, plants, our
bodies, people and how they live. (IC-l.
B.6,7,8,9,11, C.1,2,3,4)
Display the daily schedule in words and pictures
at children’s eye level. (IC. ll.A.2)
Have consistent routines and procedures in place
for children to follow (eg. Put belongings away at
arrival, morning check in at attendance board,
hand-washing procedures. (IC- llA.5)
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Teacher supports differentiated learning to auditory,
visual and tactile/kinesthetic learners via a variety of
strategies, for example: verbally modeling the sound/
symbol relationship, writing the letter in sand or foam,
air writing, using a variety of materials like buttons, pop
sticks, paint to provide visual and tactile feedback of
letter formation.
Teacher uses quick, simple two minute activities, songs,
brainteasers, and phonological awareness games to
productively use wait time before lunch, during
transitions, hand washing, or standing in line to
reduce/eliminate downtime for students.
Teacher consistently introduces and rotates a variety of
new materials and resources to maintain interest and
sustain alignment of student attention to the
instructional objective.
Teacher establishes and follows a daily schedule and
routines.