{"CFDocument":{"identifier":"0f686726-41ff-4e40-8108-2b06b97a011a","uri":"https://satchelcommons.com/ims/case/v1p0/CFDocuments/0f686726-41ff-4e40-8108-2b06b97a011a","creator":"Kentucky Early Childhood Advisory Council","title":"Kentucky\u2019s Early Childhood Standards (2021)","lastChangeDateTime":"2025-12-30T20:41:36+00:00","officialSourceURL":"https://kyecac.ky.gov/professionals/Early-Childhood-Standards/Resources/Documents/Standards%20for%20pdf%20Online%20Printable.pdf","publisher":"Common Good Learning Tools and Frog Street","subject":["Early Learning"],"language":"en","adoptionStatus":"Adopted","licenseURI":{"title":"In-app and alignment use only; no redistribution or republication","identifier":"5c2ca6c8-05fd-4a27-8a07-6a0aad6bcffa","uri":"https://satchelcommons.com/ims/case/v1p0/CFLicenses/5c2ca6c8-05fd-4a27-8a07-6a0aad6bcffa"},"version":"2021"},"CFItems":[{"identifier":"5a63702f-0649-4aa0-87b8-f6abda9ce166","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5a63702f-0649-4aa0-87b8-f6abda9ce166","fullStatement":"Birth to Three years of Age","CFItemType":"Age Level","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Age Level","identifier":"a834568a-6198-4208-b61a-a4d92e423bc6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/a834568a-6198-4208-b61a-a4d92e423bc6"}},{"identifier":"8982d802-9dc2-484d-b612-8634c6e29a1a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8982d802-9dc2-484d-b612-8634c6e29a1a","fullStatement":"Approaches to Learning","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"c300687e-15ed-4c1c-80a5-0de203c1f67c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c300687e-15ed-4c1c-80a5-0de203c1f67c","fullStatement":"Maintains focus and persists at challenging tasks.","humanCodingScheme":"AL1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"c345f7a4-1eca-45ed-bfaf-d1e95466e82e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c345f7a4-1eca-45ed-bfaf-d1e95466e82e","fullStatement":"Maintains focus and sustains attention.","humanCodingScheme":"AL1.1.3Y","notes":"**Focuses on people, sights, and sounds of interest in the environment.**\n\n* Sophia makes and maintains eye contact with her caregiver.\n* Jamal turns his head toward Quinn who is banging a spoon on a metal pot.\n* After being dropped off at childcare, Luis watches his mother as she leaves the classroom.\n* Logan sits in his caregiver\u2019s lap and feels the textured pictures in a board book.\n* Diego watches children who are playing nearby. Repeats familiar and novel actions multiple times.\n* Remi puts her fingers in her mouth and sucks on them multiple times throughout the day.\n* Brianna drops her cup to the floor over and over, laughing as her caregiver says, \u201cOh oh,\u201d and bends over to pick it up.\n* Carlos repeatedly presses the button on his switch toy and smiles when it plays music.\n* After Mia\u2019s therapist helps her press the button on the spinner and Mia sees the balls spin around, she signs \u201cMore,\u201d smiling as she presses the button again and again.\n* When Daniel discovers that pushing a knob on the pop-up toy causes an object to appear, he continues working knobs.\n\n**Focuses attention on activities of interest for short periods of time.**\n\n* Hailey listens and looks at the pictures as her caregiver reads a short story called Besos for Babies.\n* Elijah pushes two of the four beads on the activity center from one end of the wire to the other, then walks away.\n* Todd hammers the pegs in the wooden bench until all eight are pushed down into the bench, then sets the hammer down and picks up a ball.\n* Maya plays with a truck for a short period of time, filling it with blocks and then dumping them out twice before she starts playing with a nearby car.\n\n**Focuses on an activity of interest despite distractions.**\n* Cho selects his favorite book, My First Chinese New Year, from the bookshelf and flips through the pages while his caregiver sings to other children nearby.\n* Mason stacks blocks to make a tower, ignoring others in the block center who are playing with vehicles.\n* Addison uses an easy grip paint brush to spread paint on the front of the card she is making for her mother while two classmates sitting beside her talk about their cards.\n* Naomi concentrates on attempting to write each letter of her name, ignoring Ethan and\n* Morgan, who are also in the Writing Center and are talking about how to use the stamp pad.\n\n**Concentrates on completing a short and simple activity of choice.**\n* Latrice works slowly and carefully to paint a picture, then asks her teacher to help her hang it up to dry.\n* Gabriela concentrates on the knob puzzle she\u2019s selected, working the pieces until each of the four shapes fits in the matching space.\n* One by one, Christopher shakes each of the three sound shakers vigorously, draws a picture of what he thinks is inside each one, and then shows his drawing to his teacher.\n* Nolan sorts the large pom poms, dropping each one into the matching-colored cup, before moving to another center.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"5cac2136-cf4e-4b81-9b78-beb989d148fd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5cac2136-cf4e-4b81-9b78-beb989d148fd","fullStatement":"Persists at challenging tasks that are of interest.","humanCodingScheme":"AL1.2.3Y","notes":"**Intentionally tries to make things happen.**\n\n* Amal cries loudly when she is hungry and wants to be fed.\n* Tyler reaches for the rattle and shakes it vigorously to make noise.\n* Misty swats at a ball on her activity center, making it spin and light up.\n* When he wants to be picked up, Wyatt stretches his arms out to his caregiver.\n* Cora turns the handle of the Jack-in-the-Box toy until the bear pops up.\n\n**Repeats actions with the goal of achieving a result.**\n\n* Whenever Makayla sees an object of interest on a table, she uses chairs, shelves, or other furniture to pull up so she can reach the object of interest.\n* Sophia works each of the knobs and levers on the pop-up toy until she has made all of the animals appear.\n* Matthew routinely pushes a stool up to the sink when he wants to wash his hands.\n* Santiago chooses to play with the Learn to Dress board every day until he is able to successfully pull the zipper up and down.\n\n**Remains engaged in experiences of interest and protests if interrupted.**\n\n* When his caregiver calls the class together for circle time, Isaac continues working to fit shapes into the shape sorter.\n* Addison looks at a book and says, \u201cNo,\u201d in his home language when a classmate reaches for the book.\n* Lydia spends all of the outdoor time playing at the water table and says, \u201cNot yet,\u201d when her teacher tells her it is time to go back inside the classroom.\n* Axel works diligently at building a holding pen for his farm animals and begins to cry when his teacher tells him it is time to put the materials away.\n\n**Continues to work on self-selected tasks despite challenges.**\n\n* Clark concentrates on pushing peas onto his spoon and into his mouth, picking up those that fall off, placing them back on his spoon, and trying again.\n* Jaxon tries again to build a tower with blocks after it falls down on his first attempt.\n* Lucia pushes the fish net through the water in the water table, attempting to catch the plastic fish that keep floating away.\n* Heather tosses bean bags at the bucket, picking up those that miss, and trying again.\n\n**Completes an activity or task of choice from start to finish with adult support.**\n\n* Isabella and her caregiver take turns placing rings on the post of the rock-a-stack until all the rings are in place.\n* With encouragement from his interventionist, Javon works on a peg puzzle until all of the pieces fit into place.\n* Bryson sits in his caregiver\u2019s lap looking at a book and lifting the flaps until he finds Spot hiding under the rug on the last page.\n* Rose\u2019s early interventionist helps her hold the mallet and strike each of the metal keys on the xylophone.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"381b836f-f6e4-40cd-981d-c26e346f4d39","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/381b836f-f6e4-40cd-981d-c26e346f4d39","fullStatement":"Demonstrates creativity and imagination in learning about the world.","humanCodingScheme":"AL2-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"a007c862-d356-48d9-82be-169ac55b88a0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a007c862-d356-48d9-82be-169ac55b88a0","fullStatement":"Uses creative approaches to make discoveries about self, others and the environment.","humanCodingScheme":"AL2.1.3Y","notes":"**Observes and interacts with familiar people, objects, and events in the environment.**\n\n* Ivy looks at her caregiver intently while he feeds her from a bottle.\n* Sara smiles and gurgles when her caregiver sits down beside her.\n* Logan reaches for the wobbler toy and watches it roll around after touching it.\n* Kevin turns his head and looks in the direction of his caregiver as she calls his name.\n* After watching her caregiver stick her tongue out, Hailey mimics her by sticking her tongue out.\n\n**Actively explores new objects in the environment.**\n\n* When Stella notices her feet, she pulls on them and brings them to her mouth.\n* Owen picks up the textured cloth book he\u2019s discovered, squeezes the cover, and looks at it as it makes crinkly sounds.\n* Jamison scoots across the floor to reach an activity center that\u2019s been placed on the floor nearby and begins pushing its buttons.\n* Missy pulls up on a bench and cruises to the end where a stuffed animal sits, then pulls the animal into her arms.\n* After her caregiver secures the new magnetic drawing board on the tray of Maren\u2019s wheelchair, Maren looks at each of the stamps, then grips the adapted handles to pick each one up and press it onto the board.\n\n**Uses objects and materials as intended.**\n\n* Quinn shakes the rattle vigorously.\n* Lillian rolls the toy car on the floor.\n* Carlos presses the switch to activate the drumstick, so it bangs on the drum.\n* Aubrey stacks the stacking cups, one on top of the other.\n* Simeon pushes the bubble lawn mower around the playground.\n\n**Invents new ways to use familiar objects.**\n\n* Michael lies on his side, sliding a block along the floor, making the sound of a car motor.\n* Kirsten holds the small red ball up to the baby doll\u2019s mouth and says, \u201cBaby eat apple.\u201d\n* Kiara fills the pot with shapes from the shape sorter and puts it on the stove to cook.\n* Kyle places blocks end to end and then drives a car on the road he\u2019s created.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"86de4f7d-39aa-4c76-a3b4-501a56473ec7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/86de4f7d-39aa-4c76-a3b4-501a56473ec7","fullStatement":"Pretends and uses imagination in play.","humanCodingScheme":"AL2.2.3Y","notes":"**Participates in playful exchanges with peers and adults.**\n\n* After his caregiver wiggles his toes and plays \u201cThis Little Piggy\u201d, Lance pushes his foot toward his caregiver so she will do it again.\n* Jana and her caregiver take turns playing peek-a-boo.\n* Leona and Joseph roll a ball back and forth between each other.\n* Benjamin and his early interventionist take turns pressing the switch on the adapted bubble machine and try to reach and pop the bubbles with their fingers.\n* Jada\u2019s caregiver shakes a tambourine, then Jada bangs on the drum to make music.\n\n**Engages in pretend play using familiar objects and experiences.**\n\n* Taylor places a bowl and spoon on the table and pretends she is eating paella.\n* Harper puts the teddy bear in the stroller and pushes it around the room.\n* After Liza\u2019s caregiver places a baby doll on the tray of her wheelchair, Liza pretends to feed it with a bottle.\n* Alexander puts on the fireman\u2019s hat and uses a paper towel tube as a fire hose.\n\n**Uses objects to represent other objects in imaginative play.**\n\n* Amira wraps a baby blanket around her head and wears it as a hijab.\n* Liam holds a block up to his ear like a phone and talks into it.\n* Wade spreads a scarf over the stuffed animal like a blanket.\n* Justin uses a bowl and spoon to feed his baby doll.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"6bd24641-94aa-4c16-a0ad-f3c7e25c81a0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6bd24641-94aa-4c16-a0ad-f3c7e25c81a0","fullStatement":"Demonstrates interest and eagerness in learning about the world.","humanCodingScheme":"AL3-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"11078c2d-f4df-4f54-adfb-78ee82344dfb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/11078c2d-f4df-4f54-adfb-78ee82344dfb","fullStatement":"Seeks out and engages in a variety of experiences.","humanCodingScheme":"AL3.1.3Y","notes":"**Uses senses to explore surroundings.**\n\n* Leo holds his hands in front of his face, slowly turning and inspecting them.\n* Renata picks up the textured ball, rubs her hands over its surface, then brings it to her mouth and touches it with her tongue.\n* Regina picks up a handful of peas off her plate and mashes them on the tray of her highchair.\n* Jude crawls through the tunnel and rolls into the ball pit.\n\n**Discovers new ways to use familiar objects.**\n\n* Marla bangs the rattle on the tray of her highchair.\n* James holds the block to his ear like a phone and chatters into it.\n* Adam uses the hammer from the pound-a-peg toy to play the xylophone.\n* Liza gets the broom from dramatic play and swipes it under the bookshelf to get the ball that has rolled under it.\n\n**Uses gestures to seek information.**\n\n* One by one, Crystal points to pictures in her picture book and her caregiver names the items she points out.\n* Booker takes a new switch toy to his caregiver, pushes it onto her lap, and signs \u201cHelp\u201d so she will show him how to make it work.\n* When Carson points to the empty spot on the shelf where the toy dump truck was sitting and looks at his caregiver, she responds, \u201cOh, you want to know where the truck is. Go look in the sand table.\u201d\n* Abigail pulls on her caregiver\u2019s hand to get her attention, then blows through her lips to indicate she wants to blow bubbles.\n\n**Shows interest in trying new experiences to learn how things work.**\n\n* Angel picks up the raisin with her fingers, examining it closely, puts it in her mouth and then spits it out.\n* Emily pushes the musical pear and watches it wobble, then picks it up, turning it over and over in her hands and shaking it to make music.\n* Clayton plays with the busy box, turning the knobs and pressing the switches back and forth.\n* Ari plays with the Duplo blocks, working to see how various pieces fit together.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"269808b7-4beb-44a6-b40f-4eebe3941d3c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/269808b7-4beb-44a6-b40f-4eebe3941d3c","fullStatement":"Initiates interactions, explorations, and activities.","humanCodingScheme":"AL3.2.3Y","notes":"**Uses expressions or actions to initiate interactions.**\n\n* Tiana looks at her caregiver and coos softly to get her attention.\n* Luca reaches out and grabs the soft book.\n* Dylan whimpers and points to his bottle on the counter.\n* Alice reaches her arms up to her caregiver so he will pick her up.\n\n**Explores and manipulates objects in the environment.**\n\n* Kai reaches toward his image in the baby-safe mirror propped up in front of him.\n* Maeve rubs her hands across the various sensory gloves her early interventionist wears, feeling the different textures of each.\n* Jamison crawls into one end of the tunnel, out the other, and back again.\n* Noelle plays with the pop beads, snapping them together, then pulling them apart.\n* Cooper holds the cardboard tube up, drops cars into it, and watches them come out the other end.\n\n**Makes choices and expresses preferences for activities.**\n\n* When asked where she wants to play, Alyssa touches the picture of the water table on her picture schedule.\n* Every day, Lily selects her favorite book from the bookshelf and brings it to her caregiver to read.\n* Alec selects the tub of jumbo nuts and bolts, refusing help from his caregiver and insisting on carrying them to the table by himself.\n* When asked if he is ready for naptime, Juan responds, \u201cNo!\u201d in his home language and selects another book from the shelf.\n\n**Engages others in shared activities.**\n\n* Lucia rolls a ball to Iris and motions for her to roll it back.\n* Charlie gives Marissa a shovel and together, they dig in the sand.\n* Maya moves over and hands David a paintbrush when she notices him watching her paint at the easel.\n* Logan asks Joshua, \u201cWant to play in Blocks?\u201d\n\n**Asks questions to learn new information.**\n\n* Greyson studies a bug and asks, \u201cWhat dat?\u201d\n* Reese gets her caregiver\u2019s attention and signs, \u201cMilk?\u201d He responds, \u201cOh, you want to know what\u2019s in my cup. I\u2019m drinking water.\u201d\n* Marcus looks out the door and uses his home language to ask where his Daddy went.\n* Claire notices a new classmate and asks, \u201cWho is she?\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"a1d2d6ec-0e77-4571-a2fb-e44c6c69608b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a1d2d6ec-0e77-4571-a2fb-e44c6c69608b","fullStatement":"Uses a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to problems.","humanCodingScheme":"AL4-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"e7f0a187-1ef9-412d-9369-b563fb596fb0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e7f0a187-1ef9-412d-9369-b563fb596fb0","fullStatement":"Takes risks and attempts new experiences.","humanCodingScheme":"AL4.1.3Y","notes":"**Explores the environment with support of a caregiver.**\n\n* Charlotte gazes at herself when her caregiver taps on the mirror he has placed on the floor in front of her.\n* Mason swats at the musical roller his therapist holds out to him.\n* Brock\u2019s caregiver hands him large plastic coins, one at a time, and Brock works to fit each of them in the slot on the back of the piggy bank.\n* Mavis and her caregiver sit beside each other, pressing cookie cutters into the playdoh and talking about the shapes they make.\n\n**Tries out new experiences while frequently checking in with a caregiver.**\n\n* While sitting in his caregiver\u2019s lap, Samson turns his head toward the sound of a crying baby, then turns back to look at his caregiver.\n* When Hannah notices the shape sorter that has been added to the Table Toys area, she sits on the floor and plays with it while repeatedly glancing toward her caregiver.\n* Owen rubs his fingers over the textured objects in the touch and feel book he finds in the book center, then shows the book to his caregiver.\n* Camilla sees a new bin with mega blocks, and after looking around to locate her caregiver, dumps the blocks out on the floor and plays with them.\n* After Mark\u2019s caregiver shows him how to use the new dot markers, he makes a few dots, looks to her for approval, then fills his paper with dots.\n\n**Explores in a familiar environment without a caregiver nearby.**\n\n* Zeke tries walking up the ramp by himself, then resorts to crawling after he falls down.\n* Maggie plays in the Art Center, experimenting with a variety of brushes to spread paint across her paper before deciding which she prefers.\n* Riley tries out different scoopers to see which one makes the water wheel spin fastest.\n* Marcia climbs on the scooter by herself and uses her feet to push herself up and down the sidewalk.\n\n**Attempts challenging experiences.**\n\n* Kendrick lets go of his caregiver\u2019s hand and takes four steps before falling down.\n* Xavier says, \u201cMe do it\u201d when his caregiver attempts to hold his hand as they climb the steps to the classroom.\n* Hailey declines her caregiver\u2019s offer of assistance and carries the cup full of juice from the counter to the table, spilling a small amount on the way.\n* After watching her friend play on the slide several days in a row, Serena decides to try, following her up the ladder and down the slide.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"2d278168-ee88-4f47-b47e-bc15dad8af3f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2d278168-ee88-4f47-b47e-bc15dad8af3f","fullStatement":"Makes purposeful attempts to solve problems and achieve goals.","humanCodingScheme":"AL4.2.3Y","notes":"**Uses simple actions to achieve goals.**\n\n* Harper moves her arms and legs excitedly to get her caregiver\u2019s attention as he sits down nearby.\n* Avery lifts the corner of the blanket to reach the stuffed animal hidden under it.\n* Bea uses her home language to ask her teacher for help when she is unable to get the top off the paint cup.\n* Bo moves the book so that he can reach the truck sitting on the shelf behind it.\n\n**Attempts to use tools to achieve goals.**\n\n* Carlos uses a mallet to bang on the drum and make music.\n* Malik uses his toddler spoon to scoop the food from his plate and bring it to his mouth.\n* Ella pulls the blanket to her so she can reach the stacking toy sitting on top of it.\n* Cameron pulls on the string attached to the toy train, removes the farm animals from the train cars and plays with them.\n\n**Uses trial and error to solve new problems or unfamiliar tasks.**\n\n* Luka looks at the toy up on the shelf, reaches up in an attempt to grab it, and when unsuccessful, signs, \u201cHelp\u201d to his caregiver and points to the toy.\n* Muriel attempts to place the rings on the stacker, and when unsuccessful in fitting all of them on the post, seeks help from her caregiver.\n* Evelyn picks up a square puzzle piece, twisting and turning it in an attempt to make it fit various spaces before fitting it in the correct space.\n* When the ball Wilson is playing with rolls under the table, he reaches through the rungs of a chair in an attempt to get it, then, pulls the chair out, crawls under the table, and retrieves the ball.\n\n**Imitates actions of others to complete a task and/or achieve a goal.**\n\n* When she sees Alicia banging on the drum, Karla picks up a drumstick and joins in striking the drum to make music.\n* After watching her caregiver move the beads on the bead maze, Zoe moves beads from one end of the maze to the other.\n* After watching his caregiver do it, Miles pulls stickers off a page and places them on a piece of construction paper.\n* Parker watches Ethan use his feet to push himself around on the scooter, and after Ethan gets off, Parker climbs on and attempts to do the same.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"fdc64232-e9fc-4ebd-a4a2-4fbd6dee0236","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fdc64232-e9fc-4ebd-a4a2-4fbd6dee0236","fullStatement":"Cognitive","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"32b38645-abef-4844-a488-2f53855b86d4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/32b38645-abef-4844-a488-2f53855b86d4","fullStatement":"Explores the environment to gain information.","humanCodingScheme":"C1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:51:02+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"3547e620-4f7c-4541-88f4-5c25c2bcae05","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3547e620-4f7c-4541-88f4-5c25c2bcae05","fullStatement":"Demonstrates curiosity in the environment.","humanCodingScheme":"C1.1.3Y","notes":"**Uses senses to explore the environment.**\n\n* Gabrielle looks at her hands as she lies on the floor.\n* Damion plays with his feet, touching them and bringing them up to his mouth.\n* After her caregiver hands her a rattle, Dani puts it in her mouth and chews on it.\n* Kioko presses the buttons on the activity center and listens to the music that plays after each button is pressed.\n* Emmett strokes the objects in the Animals touch and feel book that his caregiver reads to him.\n* Nell splashes water with a toy boat and watches the way water moves.\n* With the help of his early interventionist, Luis places both hands in finger paint, which has sand added in, then lifts his hands up to rub them together before putting them back in the finger paint.\n\n**Uses play to explore objects in the environment.**\n\n* Willa continues to hit and kick at her toy to keep it in motion.\n* Dayo presses a switch on the tray of her wheelchair and makes the musical toy on her tray light up and play a song.\n* Martin carefully adds another block to a tower he is building after his teacher asks him, \u201cDo you think it will fall down if you build it higher?\u201d He smiles when the tower doesn\u2019t fall after the new block is added.\n* Kirsten goes to the art center, picks up a red crayon, and makes marks on a large piece of paper.\n* Lucas laughs as he watches Samuel bang a spoon on different surfaces to see how each sounds.\n* While playing in the kitchen area, Kelsie tries to put a plastic banana in pots that are different sizes, testing to see which pot will hold the banana.\n\n**Demonstrates awareness of cause-and-effect relationships.**\n\n* John shakes a rattle, stops, and then shakes it again to hear the sound it makes.\n* Jillian looks intently at the top of the \u201cjack-in-the-box\u201d as the handle is turned, awaiting the \u201cpop\u201d she knows will happen towards the end of the song.\n* Alberto drops his plate from his highchair and looks down to the floor where it lands.\n* Quanda says the room is \u201cgonna be dark\u201d before an adult flips the light switch.\n* Sam looks at the caregiver to see if she is watching before he pushes another child.\n\n**Explores mathematical concepts such as spatial relationships, shapes, and quantity.**\n\n* When Omar sees a toy under the chair, he tries to crawl under the chair to reach it but discovers he doesn\u2019t fit.\n* Bailey tries to put a large ball into a small bucket and laughs when it doesn\u2019t fit.\n* Caitlyn fits some shapes into a foam board.\n* Lincoln walks around the room saying \u201c1,2,3\u201d.\n* Josh completes a three-piece puzzle.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"603a77d2-6bf2-4178-8189-e72a0a78c157","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/603a77d2-6bf2-4178-8189-e72a0a78c157","fullStatement":"Responds to the environment.","humanCodingScheme":"C1.2.3Y","notes":"**Imitates behaviors that are observed.**\n\n* Lila opens her mouth when seeing her caregiver open her mouth to make sounds.\n* Kelso imitates waving bye-bye and playing peek-a-boo.\n* Tadashi claps his hands after each time his caregiver claps while she sits with him on the floor.\n* Barnabus picks up the telephone, places it next to his ear and starts to \u201ctalk\u201d after seeing another child do this.\n* After Liam sees his teacher turn the faucet on and off, he tries it several times himself.\n\n**Listens to and repeats sounds that other people or objects make.**\n\n* Beatrix turns toward familiar voices.\n* Lucille laughs when she hears another child make puppy dog sounds.\n* Justin says \u201cba-ba-ba\u201d in response to the teacher\u2019s babbling.\n* Jane says, \u201cMeow\u201d as she places the kitty cat puzzle piece in the puzzle frame.\n* Akoi listens to music and bounces to the beat.\n\n**Demonstrates persistence to reach a goal.**\n\n* Jalen continues to use his fists and fingers to reach for bites of crackers on his highchair.\n* Jeb toddles toward a favorite toy, then starts to crawl to get there faster.\n* Olive signs the word \u201cdrink\u201d repeatedly until her teacher gives her a cup of milk.\n* Belinda hands the music box to an adult to have them wind it up again.\n* Amelie continues putting pegs in the peg board until all the holes are filled.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"787c7286-5c03-4237-b9dc-1a8d2085962a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/787c7286-5c03-4237-b9dc-1a8d2085962a","fullStatement":"Recalls information about the environment.","humanCodingScheme":"C1.3.3Y","notes":"**Recognizes and shows preference for familiar people and things.**\n\n* Bella turns towards her mother and reaches for her when her mother enters the classroom and talks to her.\n* Carson jabbers with his teacher but turns his head away when a stranger speaks to him.\n* Ben cries and runs toward his father when he comes to pick him up at the childcare center.\n\n**Locates an object that has been hidden from view.**\n\n* Kindra finds a toy that is hidden under a blanket when part of it is showing.\n* Susie grabs for the bottle and shrieks after watching her teacher hide it under her blanket.\n* Kimberly retrieves a ball that has rolled behind the couch.\n* Zaylen searches under two boxes to find his block.\n\n**Demonstrates memory of objects and people not in the immediate environment.**\n\n* Cindy asks for her favorite toy when it has been left at home.\n* Lucas asks for \u201cMama\u201d while at childcare.\n* Darius looks for a toy truck in the same place it was found yesterday.\n\n**Demonstrates memory of routines.**\n\n* When Gus\u2019s caregiver tells him it\u2019s time to change his diaper, he toddles toward the changing table and lifts his arms up to be picked up.\n* Tabitha climbs into a small chair while her teacher sets bowls on the table.\n* Marcus takes a book to his teacher to read before nap time.\n* In anticipation of outside play, Jada runs to her cubby to get her jacket.\n* Jacob starts to pull down his jeans as he walks toward the bathroom.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"e94e479e-cf3f-4e8c-b01b-fc8a9bdaea48","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e94e479e-cf3f-4e8c-b01b-fc8a9bdaea48","fullStatement":"Demonstrates knowledge of the characteristics of people and objects.","humanCodingScheme":"C1.4.3Y","notes":"**Investigates and identifies the physical characteristics of living and non-living things.**\n\n* Katie uses her fingers to touch each of the different objects in the texture book.\n* Sylvie signs \u201ccup\u201d even when her sippy cup is turned upside down.\n* Jules says \u201cbig dog\u201d when he sees a picture of a boy walking a large dog in the book his caregiver is reading to him.\n* Sophia plays with the sponges in the water table, squeezing the water out of them, and saying, \u201cLook\u201d as she holds them down, releases them, and watches them pop up to the top.\n\n**Recognizes functional uses of items in the environment.**\n\n* Simon uses his cup to get a drink when he is thirsty.\n* Quint picks up the napkin to wipe his mouth.\n* Ivy uses the easy-squeeze scissors to snip paper in the art center.\n* Rosey and Leroy play with a ball that has bells inside, rolling it back and forth between each other.\n\n**Uses objects in a realistic way during play, imitating observations of how objects are used/work.**\n\n* In the dramatic play area, Olive puts a spoon in the bowl and pretends to eat by putting the spoon in her mouth.\n* Sharon picks up the brush to make the doll\u2019s hair \u201cpretty\u201d.\n* Rachel pushes a toy car and makes a motor noise.\n* On the playground Kelly and Kia are pretending to buy groceries at the store. Kelly says, \u201cI go to the store\u201d, gets on a tricycle and rides it over to the area the children have been pretending is a store.\n\n**Uses objects to represent other objects during play.**\n\n* Gavin pushes a block around on the floor, pretending it is a car.\n* Frank points a Lego block at the CD player and pretends to push buttons and \u201cturn it on\u201d.\n* Camille takes a piece of newsprint from the art center to dramatic play and uses it to cover up her sleeping baby.\n* Sonia climbs into a cardboard box and pretends she is driving to her grandma\u2019s house.\n\n**Categorizes objects based on physical or functional similarity.**\n\n* Kevin calls both dogs and cats \u201cpuppies\u201d.\n* When looking together at a picture book that includes pictures of many different types of objects, the teacher asks, \u201cWhich ones do you ride in?\u201d Kayden points to the pictures of cars and trucks.\n* Kimmy places all of the blue blocks together.\n* Vickie sorts the dramatic play toys into groups: dress-up clothes, hats, and plastic foods.\n* Justin and Shayla sort the foam blocks, wood blocks, and bristle blocks into different boxes in the block area.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:10:44+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"834a5430-0085-4fe1-b4cd-f52bff0f38ca","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/834a5430-0085-4fe1-b4cd-f52bff0f38ca","fullStatement":"Communication","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"e066e3d1-f518-455f-90c9-1c66ea3d63cc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e066e3d1-f518-455f-90c9-1c66ea3d63cc","fullStatement":"Observes, listens, and responds to the communication of others.","humanCodingScheme":"COM1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"35f60540-1c42-47d9-89f7-961d74be5cfe","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/35f60540-1c42-47d9-89f7-961d74be5cfe","fullStatement":"Attends and responds to the nonverbal and verbal communication of others, and to sounds in the environment.","humanCodingScheme":"COM1.1.3Y","notes":"**Attends and responds to familiar voices, sounds, and faces.**\n\n* Christie turns her head in the direction of her mother\u2019s voice.\n* Natalie\u2019s father visits her in her childcare classroom, and she watches his face intently while he gives her a bottle.\n* Scottie turns away from the toy he is playing with and listens to his dad's voice as he enters the classroom.\n* When he hears the bell, his teacher uses to signal clean up time, Jimmy stops what he\u2019s doing and starts to clean up.\n* Maria signs \u201cMother\u201d when she sees her mother\u2019s face through the window in the classroom.\n\n**Establishes joint attention.**\n\n* Clarissa looks at the mobile as her caregiver points to it.\n* Juan looks at the big book as his mother reads from the page.\n* Gracie feels the textures of the bumpy ball as her early interventionist holds it in front of her and looks at it with her.\n* When Tyree\u2019s caregiver points to a butterfly, Tyree turns to look and reaches out to try to touch it.\n*Comprehends and responds to familiar words that are spoken and/or communicated using alternative communication methods.\n* When asked, \u201cDo you want to go bye-bye?\u201d Tian kicks his legs with excitement.\n* When asked, \u201cWhere is your blanket?\u201d Mimi reaches for it.\n* Justus stops walking after his teacher signs \u201cWait\u201d when they reach the door.\n* When asked which is his favorite center, Goshen points to the picture of the blocks on his communication board.\n* Cody goes to the art center to help clean when the teacher sings the Clean Up song.\n\n**Responds to emotions expressed by other people.**\n\n* Josie returns her mommy\u2019s smile.\n* Benjamin repeats his silly dance when the other children laugh.\n* When Emmy begins to cry Josie gently pats her arm.\n\n**Recognizes and responds appropriately to non-verbal communication and gestures.**\n\n* Nan waves \u201cbye-bye\u201d after her sister waves to her.\n* Mickey crawls over to his caregiver after she gestures to him to come to her.\n* When her teacher holds out her arms, Kiyon extends her arms to be picked up.\n\n**Participates in turn-taking.**\n\n* Carly imitates the smacking sound her caregiver makes and then waits for him to repeat it again.\n* As Charlotte\u2019s mother gets ready to leave for work, she blows a kiss to Charlotte and Charlotte blows a kiss back.\n* After his caregiver reminds him that we take turns talking, Ryan listens briefly while Kiley speaks, then starts talking again.\n\n**Responds to simple questions, requests, or directions.**\n\n* Dajun hands her empty cup to her caregiver when asked to do so.\n* Deidre points to her eyes, nose, and mouth when asked to do so.\n* Olivia signs, \u201cno\u201d when asked if she wants a nap.\n* Joanie\u2019s developmental interventionist signs the words: cow, house, tree and car. Joanie points to each picture appropriately on the picture board.\n* When Daddy asks, \u201cHow did you hurt your knee?\u201d Marissa shows her knee and says, \u201cI falled down.\u201d\n* Mallory follows through with completing her caregiver\u2019s two-step directions to take the book to the circle area and sit down.\n\n**Demonstrates understanding of a growing number and variety of vocabulary words.**\n\n* Carrie names members of her family upon requests.\n* As Sierra\u2019s caregiver reads Baby: First Words to her, Sierra points out the objects her caregiver names.\n* Matthew responds appropriately to common words and phrases, such as eat, juice, more milk, go bye-bye.\n* Sivonne names common objects in the environment: chair, table, flower, tree, dog, cat, toys.\n* Jonathon pushes the wagon when Daddy says, \u201cPush it hard.\u201d\n* During outside play time, the teacher signs \u201crun fast\u201d and Bailey runs as hard and fast as she can.\n* Gary puts the toy car under the table when his friend tells him to hide it there.\n* Tracy shouts, \u201cmy doll\u201d when she sees Sharon touch it.\n\n**Demonstrates understanding of longer and/or more complex sentences that refer to objects and activities the child has experienced firsthand.**\n* Jenny smiles and responds excitedly when her caregiver says, \u201cWhen it\u2019s snack time, we\u2019ll have some orange juice.\u201d\n* Wade quickly drinks the last of his milk after his teacher says, \u201cWhen you finish eating, it will be center time.\u201d\n* Ryan starts putting the blocks on the shelf after Ms. Sheila reminds the class, \u201cIt\u2019s time to clean up so we can go outside.\u201d\n\n**Demonstrates understanding of words and ideas from stories, rhymes, and songs being read/sung aloud.**\n* Kim and her friend, Nhu, go outside to look for butterflies after listening to a story about them. Kim excitedly points out a blue and black butterfly to Nhu.\n* Ethan identifies his head, shoulders, knees, and toes after his caregiver sings the song with the class.\n* Imni tells her early interventionist that Old MacDonald has lots of animals after singing the","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:10:10+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"e05b9e05-1d84-4c2d-a401-e4babeaf9148","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e05b9e05-1d84-4c2d-a401-e4babeaf9148","fullStatement":"Demonstrates communication skills in order to express self.","humanCodingScheme":"COM2-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"c2d27559-2cd9-4e65-b59b-7a867f169da3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c2d27559-2cd9-4e65-b59b-7a867f169da3","fullStatement":"Engages in nonverbal communication for a variety of purposes.","humanCodingScheme":"COM2.1.3Y","notes":"**Solicits attention and initiates communication nonverbally.**\n\n* As Tovia looks intently at her caregiver, he starts to sing to her softly.\n* When Patty sees her caregiver near her crib, she moves her arms and legs excitedly.\n* Royce begins to cry when his caregiver sets him down and starts to walk away.\n* Haleigh walks up beside her teacher, grabs her arm, and pulls her toward the block center.\n\n**Responds nonverbally to communication from others.**\n\n* Dennis turns and looks at Daddy when his caregiver asks, \u201cWhere\u2019s Daddy?\u201d\n* When her teacher asks, \u201cAre you finished with your juice?\u201d Crystal nods her head.\n* Gayle points to her nose when asked, \u201cWhere\u2019s your nose?\u201d\n* Artura walks toward the door after his teacher says, \u201cTime to go home.\u201d\n\n**Uses eye contact, gestures, and/or movements to express self and indicate wants and needs.**\n\n* Lela looks at her caregiver and then at the bottle of juice.\n* Kayla puts her arms out to be picked up.\n* Melee signs \u201cAll done\u201d when she finishes her breakfast.\n* Andy shakes his head \u201cno\u201d when he\u2019s asked to finish eating his beans.\n* Luke points to the toy car that he wants.\n* Jack stomps his feet and scowls when he hears the cleanup song.\n* Nena pulls her friend to the window to watch the bulldozer outside.\n\n**Uses gestures for greetings and conversational rituals.**\n\n* Morris waves as his dad leaves for work.\n* Angelica runs to the door and hugs her teacher when she arrives.\n* Marti indicates that she wants her friend Maria to come with her by grabbing her hand.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"6cd21882-f87b-4d32-8130-8cf1de6d4f2c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6cd21882-f87b-4d32-8130-8cf1de6d4f2c","fullStatement":"Uses vocalization and /or words (verbal, signed, symbolic) for a variety of purposes.","humanCodingScheme":"COM2.2.3Y","notes":"**Varies pitch, length, and volume of vocalizations.**\n\n* Jay vocalizes to get his caregiver\u2019s attention.\n* Emma jabbers softly and then more loudly as her caregiver talks with her during diaper change time.\n* Camille\u2019s cries become louder as she waits while her caregiver warms her bottle.\n\n**Makes an increasing number and types of sounds, including both vowels and consonants.**\n\n* Kai coos \u201caah\u201d and \u201ceeh\u201d\n* Elizabeth says \u201cbabababa\u201d in play.\n* Nancy says \u201cdada\u201d when she sees her daddy.\n\n**Expresses happiness or delight through squeals, laughter, and other sounds.**\n\n* Joey squeals in delight as his caregiver lifts him up high above his head.\n* Camryn laughs as her caregiver makes funny faces at her.\n* Fayre signs, Yay!\u201d and claps when his friend returns to class after being away for several days.\n\n**Imitates sounds and words and engages in vocal turn-taking.**\n\n* Susie babbles \u201cdadada and bababa\u201d to herself.\n* Nate vocalizes \u201cmama\u201d after his caregiver does. They continue to repeat the game for several turns.\n* When his teacher labels a cow in the picture book he is reading, William repeats \u201ccow.\u201d\n* Leila copies the sound of a fire engine as she runs around the playground.\n\n**Uses specific vocalizations that have meaning to primary caregivers.**\n\n* Margarita calls \u201cma\u201d when her mother walks out of the room.\n* Noah says \u201cba\u201d ball and \u201ccoo\u201d for cookie.\n* Lee looks at one of the children in the group and says, \u201cNinya\u201d. The caregiver responds, \u201cYou want me to see your friend Virginia.\u201d\n\n**Uses sounds, vocalizations, and words with inflection in a conversational manner.**\n\n* Pepito jabbers and changes pitch as he \u201ctalks\u201d to his caregiver.\n* Kami uses a combination of jabbering and several recognizable words as she lowers her voice and speaks softly to her doll.\n* When Jason\u2019s teacher tells him it\u2019s time for snack, he jumps up and down and says in a highpitched voice, \u201cOh good! I\u2019m hungry!\u201d\n\n**Uses an increasing number of single words from his/her home language for a variety of purposes.** \n\n* Max signs the word, \u201csleep\u201d as he looks at a picture of the three bears in their beds.\n* Kendall names a spoon, cup, and ball when her early interventionist points to each and asks, \u201cWhat\u2019s this?\u201d\n* Olivia signs \u201copen\u201d as she hands a box to her caregiver.\n* When Ana\u2019s teacher asks her if she has a pet, Ana answers, \u201cDoggie.\u201d\n* Benjamin asks for toys and food items by name.\n\n**Uses own name to refer to self.**\n\n* When asked her name, Susan replies \u201cSusan\u201d.\n* When Dad asks, \u201cWho\u2019s that in the mirror?\u201d Elijah names \u201cI-jah\u201d.\n\n**Uses phrases and/or simple sentences in his/her home language.**\n\n* Sammy asks, \u201cWhat that?\u201d\n* Kendall says, \u201cGive me cookie.\u201d\n* Abby tells her friend, \u201cI go to McDonalds.\u201d\n* When his dad comes to pick him up, Brant tells him, \u201cI do swinging.\u201d\n\n**Uses a larger variety of words, such as plurals and pronouns.**\n\n* When daddy asks, \u201cIs that my shoe?\u201d and points to the child\u2019s shoe, Celeste says, \u201cMine.\u201d\n* Christopher says, \u201cI go get it.\u201d\n* Jonnie tells his friend, \u201cI have lots of trucks.\u201d\n* \u201cThat\u2019s her book,\u201d Micah tells his friend.\n\n**Asks questions in his/her home language.**\n\n* When his Daddy leaves him at childcare, Toby asks his caregiver, \u201cDaddy work?\u201d\n* As the boys and girls get ready to leave childcare, Izzy asks, \u201cWhere\u2019s mommy?\u201d\n\n**Talks about familiar people, activities and/or story characters, but may make grammatical errors or use words incorrectly.** \n\n* As they are cleaning up the housekeeping center, Alex tells his caregiver, \u201cWe play house.\u201d\n* Adam tells his friend, \u201cI like Bow Pish (Rainbow Fish).\u201d\n* During group time, Lynley shares, \u201cWe went to the park, and we saw a doggie.\u201d\n\n**Repeats rhymes and repetitive words and sounds.**\n\n* Malcolm\u2019s teacher starts the rhyme, \u201cOne, two buckle my shoe.\u201d Malcolm repeats, \u201cOne, two, buckle shoe.\u201d\n* Emmya joins in as her friend sings Old MacDonald Had a Farm,\u201d by singing \u201cEeeeeoh, eeeeeoh, eeeeeeoh.\u201d\n* Chad likes to repeat \u201cswallowed a fly\u201d from his favorite story.\n* Dontrell likes to sing the words \u201cHush-a-bye, don\u2019t you cry\u201d from his favorite lullaby.\n\n**Carries on a conversation.**\n\n* When sitting together at the table rolling play dough, Louie says to Manny, \u201cI make a big snake!\u201d Manny responds, \u201cMine bigger!\u201d as he rolls his playdough.\n* When returning to class after the weekend, Renee tells her teacher, \u201cI go granny\u2019s.\u201d Her teacher responds by asking Renee, \u201cDid you have a good time?\u201d Renee responds, \u201cWe make cookies.\u201d When her teacher says, \u201cI bet they were good,\u201d Renee jumps up and down saying, \u201cYes, good!\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:07:21+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"38eb0631-0ae0-449c-a7d4-39b90629dca6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/38eb0631-0ae0-449c-a7d4-39b90629dca6","fullStatement":"Demonstrates interest and engages in early literacy activities.","humanCodingScheme":"COM3-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"7220ee8a-7133-406a-a9f7-7955aeab06e8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7220ee8a-7133-406a-a9f7-7955aeab06e8","fullStatement":"Demonstrates interest and engagement in print literacy materials.","humanCodingScheme":"COM3.1.3Y","notes":"**Looks at and explores age-appropriate books that represent the child\u2019s culture or interests.**\n\n* Darla scrunches up the cloth book in her fists and brings it to her mouth.\n* Kirsten waves her arms and reaches for the cloth book that her caregiver holds out to her.\n* With encouragement from the early interventionist, Sierra feels the different textures in the\n\n**Pat the Bunny book.**\n\n* Hosea opens and closes the board book repeatedly.\n* Seth sits comfortably in his teacher\u2019s lap as she reads to him. He helps turn the pages and feels the bumps as she guides his fingers over the Braille print.\n\n**Looks at pictures and photos briefly.**\n\n* Dan looks briefly at a picture in the book as his caregiver turns the pages.\n* Beth looks at the picture on the wall of her classroom as her Mommy brings her near it and talks about the horses in the picture.\n* Katie looks at the photo album while her caregiver holds her.\n\n**Shows interest as age-appropriate books reflecting the child\u2019s culture or interests are read aloud.**\n\n* Shawn gestures and babbles as his caregiver repeats the rhymes from the Mother Goose book.\n* Madison sits close to her Aunt Jenny as she reads to her in the classroom\u2019s book corner and shows Madison the pictures in the book.\n* Juan hands his teacher the Down by the Bay book to read again.\n* Ryan sits near the teacher, quietly rolling toy trucks on the floor near him as his teacher reads a short book aloud.\n\n**Shows increasing skills in handling books and understanding their features, such as the front of the book.**\n* Josephine turns the pages of the book 2 or 3 at a time while she is looking at it.\n* Leonard turns the pages of Brown Bear, Brown Bear while holding the book upside down.\n* Rudy rotates the book after looking at a picture and seeing the clown in the picture is upside down.\n* Isabel picks up the board book and turns it right side up before showing the pictures to her baby doll.\n* Samuel looks at the pictures in a favorite board book, starting at the beginning and turning the pages one at a time.\n\n**Shows preferences for specific books and stories that are her/his favorite.**\n\n* Domingo chooses between the two books that his caregiver offers before naptime.\n* Luli bounces up and down when her teacher holds up the book, she is preparing to read at story time. It is Luli\u2019s favorite book.\n* Kaylee selects her favorite book about construction for her teacher to read again.\n* As his caregiver reads the last line of the story and closes the book, Mark turns the book to the front cover and opens it, indicating he would like to read it again.\n* When asked what book she wants to hear, Chloe says, \u201cMouse story again\u201d.\n\n**Anticipates/recalls text of a known story that someone has read to him/her.**\n\n* Janine supplies the missing word when her caregiver pauses in the story.\n* Lucas repeats with the teacher Hats for Sale as the children listen to the story.\n* Frankie laughs when the early interventionist reads the text of a familiar book incorrectly.\n\n**Shows the ability to listen to books for longer periods of time.**\n\n* Martha listens to several short books that are read at one sitting.\n* Zachary listens to Goodnight Moon two times before naptime.\n\n**Grasps thick crayons, markers, and other writing tools and scribbles randomly.**\n\n* Hannah holds the crayons in her fist and \u201cjabs\u201d at the paper making dots of color.\n* Sara holds a marker in her fist and scribbles all over her paper.\n* Quinn uses a paintbrush to make random marks on paper hanging at the easel.\n\n**Recalls specific characters, story lines, and/or information in a book that is read aloud.**\n\n* William claps his hands like the character Cuddles does while his caregiver reads the book.\n* Sophie remembers what a character does in a familiar story and tells her teacher, \u201cSpot put the baby in\u201d.\n* Alison asks, \u201cWhere bear?\u201d as she opens the flap in the book.\n\n**Notices that there are both print and pictures on a page.**\n\n* Ray glances between the picture and the print as his Nana points to the print while reading aloud.\n* Ginny points to the pictures and the print while looking at the books by herself.\n\n**Uses a variety of writing tools to make more orderly marks, such as lines and circular shapes, and talks about drawings.**\n\n* Ian uses a jumbo marker to make circles and lines on his paper.\n* Cornett makes a circular shape with a red crayon and then signs the word \u201capple.\u201d\n* Miriam makes lines and squiggles with a pencil as she tells a story.\n* Keenan makes several oval shapes with the paintbrush and exclaims, \u201cThere\u2019s Mama!\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:06:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"217fbc3f-7c76-4101-9090-3f56091e0153","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/217fbc3f-7c76-4101-9090-3f56091e0153","fullStatement":"Demonstrates interest and engagement in stories, songs, and rhymes.","humanCodingScheme":"COM3.2.3Y","notes":"**Attends and responds to stories, rhymes, songs, word games and fingerplays.**\n\n* When her caregiver sings a familiar song, Jordan stops her play to listen.\n* Francesca claps when her caregiver recites a favorite nursery rhyme.\n* Mateo rocks back and forth as he watches his teacher make hand motions while singing Wheels on the Bus.\n\n**Participates in stories, rhymes, songs, word games and fingerplays.**\n\n* Jacob joins in with hand motions when he hears the Itsy, Bitsy, Spider book.\n* During the Open, Shut Them fingerplay, Adrian wiggles his fingers, touches his chin, and claps his hands.\n* Addie signs the words to the good morning greeting rhyme during large group time.\n* Bryce dances in circles with the other toddlers as they sing, Ring Around the Rosie.\n\n**Asks to hear a specific story, rhyme, or song.**\n\n* Maya asks her teacher to repeat a story, saying, \u201cTell us the story about how you went to school when you were little.\u201d\n* Hannah signs \u201cmore\u201d after playing \u201cHead, Shoulders, Knees and Toes\u201d with her classmates.\n* Sandy asks her caregiver to repeat Mary Had a Little Lamb.\n\n**Repeats predictable, repetitive phrases.**\n\n* When Callie\u2019s teacher sings, If You\u2019re Happy and You Know It, Callie joins in with \u201cClap your hands\u201d.\n* Suni runs around the playground repeating her favorite line from the Baby Shark Song, \u201cRun-away doo, doo, doo, doo, doo, doo.\u201d\n* Henry repeats the phrase, \u201cGoing on a bear hunt\u201d as he marches around the classroom.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"ca1b518e-bf40-4967-8913-be2d484cd76e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ca1b518e-bf40-4967-8913-be2d484cd76e","fullStatement":"Creative Expression","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"64743de4-8e58-4089-8ae5-31c87bd1c4ff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/64743de4-8e58-4089-8ae5-31c87bd1c4ff","fullStatement":"Demonstrates interest and participates in various forms of creative expression.","humanCodingScheme":"CE1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:51:18+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"3e761b70-cd2e-4139-9b00-fd24bd82b942","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3e761b70-cd2e-4139-9b00-fd24bd82b942","fullStatement":"Engages in various sensory aspects (e.g., sight, touch) of visual arts.","humanCodingScheme":"CE1.1.3Y","notes":"**Attends to bright and/or contrasting colors.**\n\n* Zaylen looks intently at the red and white toy that is held in front of her.\n* John watches his black and white mobile.\n* Benjy stares at the large yellow sun hung from the ceiling.\n\n**Gazes at pictures, photographs, and mirror images.**\n\n* Using a magnifier, Celia looks at the animals in her picture book.\n* Casey touches the image of himself in the mirror.\n* Jack looks at his family\u2019s picture on the classroom wall.\n\n**Shows preference for particular colors.**\n\n* Katie always picks the blue fingerpaint when given a choice of colors.\n* Andre chooses and colors with the purple crayon on a regular basis.\n* In the dramatic play center, Jordan wears the red dress-up shoes every day.\n\n**Uses a variety of materials in exploring and creating visual art.**\n\n* Kara finger-paints with water on colored paper.\n* Manny uses his finger to make a hole in a lump of scented dough placed in his classroom by his early interventionist.\n* Cindi places pieces of colored paper on a paper plate the caregiver has covered with glue to make a collage.\n\n**Observes and answers simple questions about visual art.**\n\n* Carlos looks at a painting and points to trees and flowers when asked to by his caregiver.\n* Milly scribbles in big circles on her paper and replies, \u201cBalls\u201d when her teacher asks her about her picture.\n* Tyler feels the sandpaper he glued on his picture and says, \u201cIt rough.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:04:53+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"5cf83c22-1001-481d-aa53-d0eaffdb2d08","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5cf83c22-1001-481d-aa53-d0eaffdb2d08","fullStatement":"Demonstrates interest and engages in musical activities.","humanCodingScheme":"CE1.3.3Y","notes":"**Responds to sounds, tones, and voices.**\n\n* Sydney quiets as her caregiver speaks to her in a calm, soothing voice.\n* Jarrard moves his arms and legs vigorously when he hears his grandpa\u2019s voice as he arrives for afternoon pickup.\n* Ricki turns his head toward the classroom door when someone knocks on it.\n\n**Responds to music.**\n\n* Max stomps his feet when he hears music from the CD player.\n* Sophie \u201csings\u201d when she hears the song, Itsy Bitsy Spider.\n* Jackson and Sam stop playing with the blocks when they hear their teacher start to sing, \u201cIt\u2019s clean-up time.\u201d\n\n**Participates in activities that involve rhythm and song.**\n\n* Eddie and Jacob bang loudly on the drums when their teacher plays Miss Mary Mack, from the Ella Jenkins CD.\n* Mary makes up a dance to the music while holding her friend\u2019s hand.\n* Alvaro and Luisa join in clapping to \u201cCinco elefantitos\u201d during circle time.\n\n**Exhibits familiarity with repetitive songs and rhythmic patterns.**\n\n* Alexis sings some of the words to \u201cOver in the Meadow\u201d with the other children.\n* Gracie and Luke jump up and down and ask to play I\u2019m a Little Teapot again.\n* Katie asks the physical therapist to play the Wiggles CD every time he visits her classroom.\n\n**Expresses emotions in response to music.**\n\n* Gracie smiles as she uses her voice to make musical sounds.\n* LaShonda laughs as she dances to the music played during circle time.\n* Kylie, Mykala and Elian shake maracas and bells excitedly as Saveem joins in on the xylophone.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"c3a9248a-d43d-4ca2-8b80-382dcf44afe7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c3a9248a-d43d-4ca2-8b80-382dcf44afe7","fullStatement":"Demonstrates interest and engages in pretend play and other behaviors associated with drama.","humanCodingScheme":"CE1.4.3Y","notes":"**Imitates sounds, facial expressions, and gestures of another person.**\n\n* After her speech therapist says \u201cdada\u201d to her, Carly repeats \u201cdadadada\u201d.\n* Paige sticks out her tongue after seeing a classmate stick out his tongue.\n\n**Imitates the actions modeled by other persons.**\n\n* Guadalupe gives her stuffed bear a hug after her teacher hugs it and hands it to her.\n* Susie holds a book and \u201creads\u201d after watching her caregiver read to a small group of children in the literacy center.\n* Arnie picks up a dishcloth in the dramatic play center and wipes the table after watching his teacher clean classroom tables before lunch.\n\n**Imitates sounds or actions of an animal or object.**\n\n* Caroline says, \u201cRrr, Rrr\u201d while pushing the cement truck.\n* Alicia gets down on her hands and knees to creep like a cat after watching her teacher read a picture book about cats.\n\n**With guidance, uses voice and body as a means of artistic expression.**\n\n* After seeing his teacher act out the \u201cbig bad wolf\u201d, Craig uses a gruff voice as he repeats the words \u201cI\u2019ll huff and I\u2019ll puff\u201d from the Three Little Pigs story.\n* After his caregiver shows how, TaShaun forms his body into a ball when he is the \u201cseed\u201d and stands up taller as the teacher asks him to make the \u201cplant\u201d grow.\n\n**Uses one object to represent another.**\n\n* Billy squeezes a toy bottle over the hotdog and says, \u201cMustard.\u201d\n* Tyra places three round blocks in a pan and says, \u201cI\u2019m cooking eggs.\u201d\n* Anna picks up a stick and waves it around as a magic wand when she is playing magician.\n\n**Engages in pretend play.**\n\n* Clarissa picks up a bag in the dramatic play area, which has been set up like a store, and asks to buy some of the fruit that the teacher is \u201cselling\u201d.\n* Jason holds a teddy bear and pretends to read a book to the bear.\n* Aidan signs \u201cquiet\u201d as he rocks the cradle with his dolls.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"f771c1dd-e81a-4a44-9b01-68575e92b53c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f771c1dd-e81a-4a44-9b01-68575e92b53c","fullStatement":"Motor Development","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"abd65c1f-ee5f-4db6-adec-cfde317b0af1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/abd65c1f-ee5f-4db6-adec-cfde317b0af1","fullStatement":"Demonstrates motor skills in daily activities.","humanCodingScheme":"MD1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:51:23+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"efa4c4a3-b245-4cbb-9f4d-c6b7fcac4372","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/efa4c4a3-b245-4cbb-9f4d-c6b7fcac4372","fullStatement":"Moves with purpose and coordination.","humanCodingScheme":"MD1.1.3Y","notes":"**Reaches for objects.**\n\n* Jaylen reaches for the stars hanging from the mobile over his crib.\n* Sarah reaches for her bottle as her caregiver holds her in his lap for feeding.\n* Talya reaches for the book her teacher is showing her.\n\n**Brings objects to mouth.**\n\n* Tommy brings his rattle to his mouth.\n* Sam grabs the paper and tries to mouth it.\n\n**Transfers objects from one hand to another.**\n\n* Pete moves his pacifier from one hand to the other.\n* DaNesha moves the rattle to her left hand so she can pick up the toy car with her right hand.\n* Kathryn begins to eat with the spoon in her left hand, then transfers it to her right to finish her pudding.\n\n**Rolls over.**\n\n* When placed on her stomach, Amber rolls over to her back.\n* When her physical therapist puts a toy on the floor just out of her reach, Lucy rolls from her back to her stomach to reach for the toy.\n* Pedro rolls over and over to get to the toy butterfly his teacher is holding.\n\n**Crawls.**\n\n* Deshaun creeps on his belly to reach his caregiver.\n* Kelly uses a crawling motion, alternating arms and legs, to get to another child playing on the floor.\n* Logan crawls on hands and knees to obtain a toy rabbit.\n* Frank uses hands and legs to crawl up steps.\n\n**Uses furniture to raise or lower self to floor.**\n\n* DaJun reaches for the edge of a table to pull herself up to stand.\n* Lawrence holds onto the chair while lowering to sitting from standing.\n\n**Walks.**\n\n* Maya holds on to her physical therapist\u2019s hands and walks across the room.\n* Carson walks from one piece of furniture to the next.\n* Lois walks to her teacher to be held. She begins to \u201crun\u201d as she gets closer.\n\n**Climbs on low objects.**\n\n* Carter climbs into the chair and turns around to sit.\n* Haley crawls up three steps. She sits on a step, then turns and backs down on hands.\n* and knees.\n* Miquel climbs into the toy car and uses his feet to push it a few feet.\n\n**Pushes and pulls toys while walking.**\n\n* Tony pushes the toy lawnmower on the sidewalk.\n* Carla pulls a small wagon.\n* Willem pulls the string on the toy airplane as he walks quickly to make it \u201cfly\u201d.\n\n**Kicks ball forward.**\n\n* As Manuel walks by a ball on the playground, he stops to kick it.\n* Spencer kicks the ball towards the other children.\n\n**Walks up and down stairs placing both feet on each step.**\n\n* Jessie walks up the steps, holding on to the rail tightly and placing each foot on the step before moving onto the next step.\n* Molly holds her interventionist\u2019s hand as she walks down the stairs, placing her feet together on each step.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"6d383e7f-31a6-45c1-befc-4ae1408a8700","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6d383e7f-31a6-45c1-befc-4ae1408a8700","fullStatement":"Demonstrates increasing balance and coordination.","humanCodingScheme":"MD1.2.3Y","notes":"**Sits with support and holds head steady.**\n\n* Isabella sits up when propped by pillows.\n* Jessica sits in a corner chair for support when eating.\n* Juan sits using both arms and hands to hold himself up.\n\n**Sits independently with balance.**\n\n* Jose maintains a sitting position after being placed on the floor.\n* Laura sits on the floor while pushing a toy car in between her legs.\n\n**Stands without support.**\n\n* Kiley lets go of the table and remains upright. When he wobbles, he moves his feet to a wide stance to prevent falling.\n* Pedro remains standing after his teacher lets go of his hand.\n* Lincoln can raise one foot to kick a large ball without falling.\n\n**Moves from sitting to standing using hands.**\n\n* Nakyra rolls onto her side and uses hands for balance as she puts her legs into standing position.\n* Carl pushes on the floor with his hands to help himself get up.\n\n**Squats without falling.**\n\n* Lucy squats to look at other children inside a tunnel.\n* While listening to a song about jumping frogs, Marcy squats down and jumps up without falling.\n\n**Runs.**\n\n* Lynley walks across the room and begins to run when she sees her brother.\n* Stephen runs smoothly across the playground.\n\n**Throws objects while standing.**\n\n* Sukie throws a large playground ball to the floor in front of her.\n* Pam throws a bean bag into the basket on the floor.\n* Stephanie climbs three steps and turns around to throw her dolly to her teacher.\n\n**Uses riding toys with balance and coordination.**\n\n* De Shea sits on a ride-on toy without pedals and pushes it with both feet.\n* Miguel sits on a tricycle with his feet on the pedals while his caregiver pushes him.\n* Cameron sits on the tricycle and pedals it a few feet.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"6e87cfae-4b39-4290-bb2b-c6e02d53d1e7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6e87cfae-4b39-4290-bb2b-c6e02d53d1e7","fullStatement":"Exhibits eye-hand coordination.","humanCodingScheme":"MD1.3.3Y","notes":"**Reaches for objects.**\n\n* Synrah looks at a rattle on the mat in front of her and moves her arm toward it.\n* Eric sees a toy hanging above him from his activity gym and bats at it.\n* Joaquin uses both hands to reach for a block he sees on the table and then brings it to his mouth.\n* Colin reaches for a spoon with one hand, then picks it up and puts it in his bowl.\n\n**Makes random marks on paper.**\n\n* Ben looks at the paper his caregiver has taped to the table and pounds a jumbo marker on it.\n* Laura looks at her paper as she randomly moves a large crayon and across it.\n\n**Stacks and places objects.**\n\n* Aubrey puts one soft block on top of another.\n* Andrea puts shapes into the sorting toy.\n* Paulo looks at the opening in the milk carton as he drops small blocks into it.\n* Sarah looks at each hole as she places the red and blue pegs in the pegboard.\n\n**Makes controlled scribbles.**\n\n* With hand-over-hand assistance from his teacher, Shane pushes the marker up and down on his paper in the art center.\n* Henry looks at his paper and uses a marker with a writing grip to cover it with lines and zigzags.\n* Olivia uses a marker to draw circles over and over on her paper at the art table.\n\n**Catches and throws.**\n\n* Curtis watches a gently rolled ball and catches it with both hands as it rolls between his legs.\n* Shea reaches out both arms to catch a ball tossed to her but brings her arms together after the ball passes through them.\n* Margaret extends both arms and catches a large ball by bringing it to her chest.\n* Luke looks at the basket, then tosses a beanbag at it using an underhand motion.\n* Wanda flings a ball forward toward an object.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"479afa4b-cf03-4ef1-a04b-756addb5ab74","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/479afa4b-cf03-4ef1-a04b-756addb5ab74","fullStatement":"Controls small muscles in hands.","humanCodingScheme":"MD1.4.3Y","notes":"**Grasps and releases objects.**\n\n* Quint grasps a rattle when placed into his palm.\n* Louey repeatedly grabs and drops a toy from the highchair.\n* Holly picks up a spoon and uses it to eat the green beans, and then releases it when finished.\n* When the teacher offers Kyle a drink, he intentionally drops a toy to reach for it.\n\n**Passes objects from one hand to the other and changes position of objects within their hands.**\n\n* Millicent holds a rattle in one hand and passes it to her other hand.\n* Darryl picks up finger food with one hand and passes it to the other before putting it into his mouth.\n* Whitney turns a puzzle piece using both hands to fit it in place.\n\n**Grasps objects with control.**\n\n* Akoi picks up Cheerios using his whole fist.\n* Amaya holds a crayon in a closed fist and scribbles on her paper.\n* Grace turns the pages of a book by lifting the popsicle sticks taped to each page.\n* Matthew holds a marker with his thumb and fingers and makes vertical, horizontal, and circular strokes while drawing.\n* Quincey takes pegs in and out of the round-holed peg board","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"93829ebf-95c3-46e7-a38a-7c69272c9b9d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/93829ebf-95c3-46e7-a38a-7c69272c9b9d","fullStatement":"Demonstrates adaptive/self-help skills.","humanCodingScheme":"MD2-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:51:28+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"22b44ed7-784c-4284-892d-a0d63214554b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/22b44ed7-784c-4284-892d-a0d63214554b","fullStatement":"Expresses physical needs and actively participates in adaptive/self-care routines to have these needs met.","humanCodingScheme":"MD2.1.3Y","notes":"**Verbally or physically asks for food or drink.**\n\n* Jessica cries until the caregiver begins to feed her.\n* When the teacher brings the cracker box into the room, Billy reaches up with his hands.\n* Jasmine points to the picture of the banana on her picture board during snack time.\n* When Ryan is thirsty, he reaches toward the counter and says \u201cdink\u201d (drink).\n\n**Assists in feeding routines.**\n\n* Maggie places her hands on the bottle as her teacher feeds her.\n* Lori uses her fingers to push food onto the spoon, then raises the spoon to her mouth.\n* Lexi feeds herself oatmeal using a weighted spoon.\n* When asked to help, Carson places the cereal cups on the table.\n\n**Follows familiar sleep routines.**\n\n* Kathy is crying, but calms down as her teacher rocks her, and soon falls asleep.\n* Buster rubs his eyes and holds onto his blanket as he goes to sleep.\n* Nina signs that she wants her teacher to pat her back at nap time.\n* Kevin finds a favorite snuggle toy and wanders to his teacher\u2019s lap for a bedtime story.\n* When cots/mats are put out, Elisa looks for her favorite toy or blanket and moves to her sleep area.\n\n**Seeks assistance with and participates in diapering/toileting routines.**\n\n* Marvin gains adult attention by fussing when his diaper is dirty or wet.\n* Giselle cooperates during diapering by lifting and lowering her legs.\n* Gavin signs \u201cpotty\u201d to his teacher to ask for help with toileting.\n* Connor pulls down his pants (may need assistance) and sits on the potty. He needs assistance when wiping.\n\n**Participates in dressing routines.**\n\n* Midge raises her bottom to help get the diaper out from under her body.\n* Justin holds out his arm for his caregiver to put on his coat.\n* Trisha puts on her socks.\n* Gracie closes the Velcro on her leg brace.\n* Graham chooses which shirt he wants to wear today.\n* Lincoln unbuttons the large buttons on his coat.\n\n**Participates in routines to maintain hygiene.**\n\n* Wilma holds her hands toward the water for washing when the teacher takes her to the sink after changing Wilma\u2019s diaper.\n* Joa Lin chews on the bristles of the toothbrush, then lets her teacher brush her teeth.\n* Mark climbs up the low steps and gets soap from the dispenser to wash his hands.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"a5dace6e-a41b-4560-a094-563e736385e4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a5dace6e-a41b-4560-a094-563e736385e4","fullStatement":"Social Emotional Development","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"407a1da5-c5a1-434b-bc8c-eab0e782d68f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/407a1da5-c5a1-434b-bc8c-eab0e782d68f","fullStatement":"Demonstrates trust and engages in social relationships.","humanCodingScheme":"SED1-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"abee5e47-7924-4d7d-80b5-76ba1a8b934a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/abee5e47-7924-4d7d-80b5-76ba1a8b934a","fullStatement":"Shows attachments and emotional connections with adults.","humanCodingScheme":"SED1.1.3Y","notes":"**Responds to being held.**\n\n* Elisa is crying in her crib but calms down when her caregiver picks her up.\n* While being held, Mona relaxes her body and cuddles into her early interventionist\u2019s arms.\n* Abe holds up his arms to an adult when he wants to be picked up.\n\n**Uses eye contact to establish, maintain, and discontinue interactions.**\n\n* After being gently lifted, Denise looks at her caregiver, then relaxes and cuddles in her arms.\n* Mona, an infant with a visual impairment, uses her hands to feel the face of her caregiver, who is holding her and cooing to her softly, then coos back when her caregiver stops.\n* Luis looks at his caregiver as she talks to him and tells him what to expect while changing his diaper. After a minute or so, he turns his head to look away.\n\n**Recognizes familiar people.**\n\n* Wade moves his arms and legs excitedly when he hears his father\u2019s voice at afternoon pickup.\n* Kara smiles when she sees her parents enter the classroom.\n\n**Attends to the facial expressions of adults.**\n\n* Quinn responds by smiling when his teacher smiles at him.\n* Jada laughs when her caregiver makes a funny face at her.\n* Lorenzo begins to whimper when he sees his caregiver frowning.\n\n**Exhibits separation anxiety.**\n\n* Kai cries and reaches for mom as she leaves him to go to work.\n* Carson clings to his caregiver when an unfamiliar adult reaches out and attempts to take him from his caregiver\u2019s arms.\n* When Katie sees an unfamiliar adult enter the classroom, she begins to cry.\n\n**Uses familiar adults as a base for exploration and for \u201cemotional refueling\u201d.**\n\n* Ebony is playing with toys on the floor, but crawls over to be near her caregiver when an unfamiliar adult enters the room.\n* As Evan is playing, he keeps looking back to make sure his caregiver is still sitting behind him.\n* Kristen is often friendly with unfamiliar adults, but she wants a familiar adult close by.\n* Edith seeks out her primary caregiver when hurt.\n* When Bart is tired, he climbs up into his caregiver\u2019s lap and sucks his thumb.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"12d6b32b-5b56-46fa-9c82-b4ffd03cb26d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/12d6b32b-5b56-46fa-9c82-b4ffd03cb26d","fullStatement":"Demonstrates social relationships and positive interactions with adults.","humanCodingScheme":"SED1.2.3Y","notes":"**Observes adults.**\n\n* Tony watches his teacher as she signs \u201ceat\u201d and sets his bowl on his tray.\n* Christina sits on her teacher\u2019s lap and watches her early interventionist unpack toys from her bag.\n* Joseph looks up from his blocks to watch his teacher as she sets snacks on the table.\n\n**Initiates social interactions with adults.**\n\n* Lily frowns at her grandma as she comes into the classroom.\n* Ellery waves his arms and hands and jabbers to his Daddy when he sees him coming to pick him up from childcare.\n* Gabriella walks up to her teacher when she arrives in class and signs, \u201cHello.\u201d\n* Micah takes a book to his caregiver and climbs into her lap for a story.\n\n**Interacts positively with adults.**\n\n* Ping plays peek-a-boo with his caregiver.\n* Pansy shakes a rattle and laughs as her early interventionist holds her on her lap and smiles at her.\n* Michael makes the sign for \u201chelp\u201d to his teacher as they work together to take toys off a high shelf.\n\n**Responds to praise from adults.**\n\n* Mary keeps dancing after her teacher applauds.\n* DaShon laughs while her teacher smiles and claps at her antics.\n* Karen picks up her toys and brings them one at a time to her teacher who thanks her for cleaning up.\n\n**Responds to guidance or directions from primary caregivers.**\n\n* Ryder hands his cup to his teacher when she asks him for it.\n* When her interventionist shows Emily two books and asks her to pick one, Emily points to the one she wants her interventionist to read.\n* Jose places his doll in his cubby after his teacher asks him to do so.\n\n**Demonstrates knowledge of the roles familiar adults play.**\n\n* When reading a book about community helpers, Joan points to the police person when her caregiver asks her, \u201cWhere is the police person?\u201d\n* Raul pretends to be a doctor and places a play stethoscope on his teacher\u2019s stomach, who says, \u201cYou are taking good care of me.\u201d\n* Tilda stands at the cash register in the dramatic play and hands her teacher play money, pretending to be a cashier.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"2a6de6b4-a86d-4e1e-9ea8-05e5453b4f58","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2a6de6b4-a86d-4e1e-9ea8-05e5453b4f58","fullStatement":"Demonstrates social relationships and positive interactions with peers.","humanCodingScheme":"SED1.3.3Y","notes":"**Observes other children.**\n\n* Kaitlyn sits on her teacher\u2019s lap and watches the group of toddlers at play.\n* Tabitha looks up from her block building to watch another child pushing a truck.\n* Hadley watches other children playing with a ball and picks up a ball of her own to throw.\n\n**Initiates social interactions with peers.**\n\n* Bina reaches out and touches another child nearby.\n* Kuruk offers his stuffed animal to Jasmine.\n* Heidi calls out \u201cHello\u201d when Zari enters the room.\n* Aiyana asks Adam if he wants to play with her.\n\n**Shows concern for others and recognizes other\u2019s needs.**\n\n* Ansel starts crying when he hears Amy\u2019s distress cry.\n* Kaiser stops building blocks to watch another child crying.\n* Michelle pats another child who has fallen down and is crying.\n* Hamilton covers a baby doll with a blanket and rocks it in his arms.\n\n**Interacts positively with other children.**\n\n* Sophia smiles and pats her hands on her legs when Claire is placed on the floor beside her.\n* William and Brandon play with spinning tops. Brandon looks at William spinning a top then spins his again.\n* Jeremiah runs toward a group of older children and laughs as they throw a ball.\n\n**Engages in independent, parallel play.**\n\n* Ellie sits playing with a doll while other children are nearby playing with blocks.\n* Carlos watches others playing with blocks and then begins building a tower beside them.\n* Ellema joins another child in the sand box.\n* While playing beside another child in the block area, Kitt hands a toy to another child when prompted by her teacher.\n\n**Shows preference for playing with the same one or two peers.**\n\n* Son Yi hugs Tori as soon as she enters their classroom each day.\n* Sevon frequently asks Carly to play with him.\n* When asked by his teacher if Adam is his friend, Devin nods and makes the sign for \u201cYes.\u201d\n* Dontrell and Seth play \u201cfiremen\u201d together in the dramatic play area, then move to the block center to build.\n\n**Notices similarities and differences among peers.**\n\n* Sam goes over to a boy wearing glasses, tries to touch his glasses, and says, \u201cGlasses!\n* Karnita looks at Johnathan and pats his head, saying, \u201cbrown hair.\u201d\n* Tonia plays with Stephanie in the block center and says, \u201cNo boys\u201d when Maurice tries to join.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-01T18:50:34+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"9878b5f1-f7fe-4e92-8e80-1824982e39fa","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9878b5f1-f7fe-4e92-8e80-1824982e39fa","fullStatement":"Demonstrates sense of self.","humanCodingScheme":"SED2-3Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:03:38+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"f5dd0945-98a3-4478-a8d2-6869e0c9ffe1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f5dd0945-98a3-4478-a8d2-6869e0c9ffe1","fullStatement":"Expresses and/or recognizes a variety of emotions.","humanCodingScheme":"SED2.2.3Y","notes":"**Uses facial expressions, body movements and/or vocalizations to express needs and emotions.**\n* Emiya frowns in response to loud noise in the room and begins to cry.\n* When Selena sees her daddy enter the classroom, she squeals and waves her arms to get his attention.\n* Terry cries when his diaper needs to be changed.\n* Macey chatters excitedly to her teacher about going outside as she reaches for her hand to walk to the playground.\n\n**Responds to emotional cues and social situations.**\n\n* Benson fusses whenever he hears other babies crying.\n* Kendall smiles and laughs when his caregiver is laughing and talking to him.\n* Ida gently pats a friend who is crying.\n* Yale lowers his voice after his teacher points to a child sleeping on a mat nearby and puts her finger in front of her lips to indicate \u201cshh\u201d and remind him that he needs to be quiet.\n\n**Expresses emotions towards familiar persons, pets, or possessions.**\n\n* Martin kisses dolls and stuffed animals.\n* Ichabod falls on the floor and cries when his mom leaves him at childcare.\n* Cain laughs when his friend puts his shoe on his head.\n* Blaire gently strokes the classroom\u2019s pet rabbit and laughs when it chatters its teeth to show it\u2019s happy.\n\n**Associates emotions with words and facial expressions.**\n\n* Harriet hugs and pats her teacher when he looks upset.\n* Idania looks at the toy monkey\u2019s smiling face and says it is \u201chappy.\u201d\n* Casey says \u201cShe\u2019s sad\u201d when she sees another child crying.\n* Sonny clinches up his face and balls his fists up when the teacher asks him to show the class how he might look if he is \u201cangry\u201d.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:04:06+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"e2bf26c2-705a-4d7a-a6c0-86eb0d249596","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e2bf26c2-705a-4d7a-a6c0-86eb0d249596","fullStatement":"Develops the ability to control feelings and behavior and follows simple rules and limitations.","humanCodingScheme":"SED2.3.3Y","notes":"**Seeks out ways to comfort and calm self.**\n\n* Lana cries when she wants to be picked up and held.\n* Jason sucks his thumb when he is getting ready for a nap.\n* Jacques goes to get his favorite blanket when he is anxious.\n* Savannah asks her teacher to hold her when she is not feeling well.\n\n**Follows simple rules and limitations.**\n\n* Cara stops momentarily when her teacher says, \u201cNo running inside.\u201d\n* Lane starts to put toys away when asked to do so by his teacher but has to be reminded to finish.\n* Leesa forgets the classroom rule about washing her hands before snack, but she listens to her teacher\u2019s directions, goes back to wash her hands, and then returns to the snack table.\n* Laura follows the classroom rule to wait at the door until everyone is ready to go out on the playground.\n* TaShawn helps to clean up the sand he threw out of the sand table.\n\n**Develops self-regulation.**\n\n* As Carver gets hungry, he begins to cry. He continues whimpering, but quickly quiets as his caregiver feeds him and holds him close.\n* Caleb begins to reach for a book another child is looking at, pauses for a moment, then grabs it away from the child.\n* Natasha starts to take a toy from another child, then stops when she sees the teacher watching.\n* Lynn plays quietly at the table while her teacher is fixing her food.\n* When Jimmy tries to take her toy away, Lisa raises her hand to hit him, then stops and says \u201cMine!\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:02:48+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"ae332f58-96c2-4fe7-a85b-f84b29221ab9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ae332f58-96c2-4fe7-a85b-f84b29221ab9","fullStatement":"Ages Three and Four","CFItemType":"Age Level","language":"en","lastChangeDateTime":"2025-04-02T17:02:16+00:00","CFItemTypeURI":{"title":"Age Level","identifier":"a834568a-6198-4208-b61a-a4d92e423bc6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/a834568a-6198-4208-b61a-a4d92e423bc6"}},{"identifier":"0426ff5b-40ea-4181-8e4a-16fd2a3f6ee9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0426ff5b-40ea-4181-8e4a-16fd2a3f6ee9","fullStatement":"Approaches to Learning","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"5c2e1ae5-9f7b-4181-986a-832884cfe46b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5c2e1ae5-9f7b-4181-986a-832884cfe46b","fullStatement":"Sustains attention and persists with challenging activities and experiences.","humanCodingScheme":"AL1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"8f3005b4-a70d-487a-b7ef-7d75037e060e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8f3005b4-a70d-487a-b7ef-7d75037e060e","fullStatement":"Maintains focus and sustains attention.","humanCodingScheme":"AL1.1-4Y","notes":"**Engages in an activity for a sustained period of time.**\n\n* Kinsley strings beads one by one until she has made a long necklace.\n* Miles carefully cuts various pieces of colored tissue paper, then glues them on paper to make a collage.\n* Nicolas moves the clear, colored geometric shapes around on the light table, creating one design, then moving them to create a new design, and repeating the process again.\n* Lea fills three cups with water, then uses a jumbo eye dropper to add blue food coloring to one cup, red food coloring to the second, and yellow food coloring to the third. She adds a few drops of red water to the blue to see what happens, then keeps mixing colors and watching the results.\n\n**Maintains focus and attention on activities despite distractions and interruptions.**\n\n* Amir concentrates on drawing a picture of his family while classmates play instruments nearby.\n* Emerson closely examines the leaves through the microscope while Shane and Landon talk about the pictures in a science book on the table beside him.\n* Mario looks closely at his large print name card, running his fingers across the raised lines, then carefully makes each letter of his name while his teacher talks to a classmate sitting beside him at the table.\n* When Paula\u2019s friend asks her where she got the counting bears, Paula pauses to answer her friend, then returns to placing the counting bears in the matching colored cups.\n\n**Sustains attention during group activities that last a short period of time.**\n\n* Hunter sits with his classmates, watching his caregiver and listening as she reads a short story, Under My Hijab.\n* Levi and three of his classmates watch as his caregiver shows them how to use the stamps that have been added to the writing center.\n* Alexis pays attention to her teacher as he demonstrates, and explains in Alexis\u2019 home language, the hand motions that go with Wheels on the Bus, then joins her classmates in singing the song and making the hand motions that go with it.\n* Jayden and his classmates play a game with the parachute, lifting it up, lowering it down, then running under it.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"bb7e119b-b87c-4cb2-9a0b-00a42ec76b81","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bb7e119b-b87c-4cb2-9a0b-00a42ec76b81","fullStatement":"Persists at challenging tasks.","humanCodingScheme":"AL1.2-4Y","notes":"**Persists with self-selected activities until completed.**\n\n* Braydon works at placing jumbo teddy bear counters into bowls of the same color until all of the teddy bears are sorted.\n* Ashley drops objects into the water table to see which float and which sink, then uses a scooper to get them all out.\n* Malik walks around the playground looking for the six items he needs to find on his nature walk, then returns to the class after locating each item and marking it off his list.\n* One by one, Kayla picks out the letter stamps she needs to spell for her name, then presses each one to her paper and returns them to the tray.\n\n**Continues working on self-selected activities despite setbacks.**\n\n* After struggling to snip paper strips, Sophie adjusts the position of the scissors in her hand and tries again with success.\n* After his first tower collapses, Evan adds more blocks to the base and builds another tower.\n* Amelia is using a tape measure to measure the length of the table, but the end of the tape measure keeps moving and won\u2019t stay at the edge of the table, so she signs \u201cHelp\u201d to a friend, and he holds the tape measure in place so Ameila can try again.\n* When some of the Dominoes Wyatt has been standing on end and lining up begin to fall over and knock others down, he sighs, then picks up those that have fallen and puts them back in the line.\n\n**Persists with adult-directed tasks with support as needed.**\n\n* Mason carefully pushes the grass seeds into the dirt in his paper cup while his teacher offers suggestions for covering them up.\n* With her teacher\u2019s help, Stella uses a balance scale to compare the weights of a variety of objects.\n* Katie\u2019s teacher demonstrates, and explains in Katie\u2019s home language, how to match the numbers on the dice to the numbers in the cups of the ice cube tray. Then Katie places all of the dice in the matching cups.\n* Parker\u2019s teacher tells the class they will be making cards for Father\u2019s Day, so he uses the stamps and ink pad to decorate his card and the teacher writes the message he dictates to her.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"3ca62da9-e107-4d6a-a9b2-56b634d54e46","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3ca62da9-e107-4d6a-a9b2-56b634d54e46","fullStatement":"Makes a plan and engages in the planned activity or project to completion.","humanCodingScheme":"AL1.3-4Y","notes":"**With prompting and support, develops a simple plan and works toward completing planned activities.**\n\n* When Amelia\u2019s teacher asks her what center she wants to go to, Amelia slips her name card in the slot beside the picture of the Art Center, says, \u201cI want to make something,\u201d then goes to the Art Center and draws a picture.\n* Mia wants to build a house with blocks and asks her teacher for help. Her teacher directs\n* Mia to a construction book, and when they find a model Mia likes, she takes the book to the block center and uses it as a guide as she works on building a house.\n* When Paula\u2019s teacher places her choice board in front of her, Paula touches the picture of the Writing Center, then goes to that center and uses the Magna Doodle to work on writing the letters in her name.\n* Ethan goes to the Science Center and works with a magnet to discover which items from the tray will stick to it. After trying out all the items, he asks his teacher what else he can try. His teacher suggests he look around the room for ideas, so Ethan walks around the classroom and touches the magnet to various objects to see if they stick. Develops plans that extend over time and follows through to accomplish tasks.\n* Nia tells her teacher, \u201cI want to paint after breakfast,\u201d and goes to the Art Center after she finishes eating.\n* Evie tells her teacher that she plans to go to Dress-Up and be a dentist. \u201cScout will be the Daddy and will bring his baby so I can check her teeth.\u201d She and Scout then go to Dress-Up, act out these roles, and continue the same plan the following day.\n* When free play comes to an end, Keenan creates a \u201cSave\u201d sign and places it on his block construction saying, \u201cI can finish tomorrow.\u201d\n* Kinsley wants to be a server in the restaurant set up in Dramatic Play and Addie wants to be the chef. They make menus by drawing pictures of the food, then gather construction paper to make place mats. They just get started playing when it\u2019s time for lunch, but as soon as lunch is over, they return to the restaurant and continue their play.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"5a572505-7734-43c4-9c7d-3a707095eb0c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5a572505-7734-43c4-9c7d-3a707095eb0c","fullStatement":"Approaches learning with flexibility, creativity, and imagination.","humanCodingScheme":"AL2-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"b8d3e01b-1390-4269-a13b-b3a3e93af0bf","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b8d3e01b-1390-4269-a13b-b3a3e93af0bf","fullStatement":"Uses creative approaches for learning.","humanCodingScheme":"AL2.1-4Y","notes":"**Finds new ways to use familiar objects and materials.**\n\n* William creates a balance beam by placing large unit blocks end to end, then attempts walking back and forth on it.\n* Emma hangs a doll blanket over the side of the table and tells her friend \u201cWe\u2019re camping.\u201d\n* Ellie collects shells from the Science Center and uses them to press into the playdoh and make designs.\n* Kyle gathers small pine cones from the playground and piles them into the back of his dump truck, pretending they are dirt and rocks.\n\n**Identifies new materials to use in completing a task.**\n\n* After her teacher shows the class how to create a collage, Cora takes a basket from housekeeping, goes out on the playground, and collects acorns and leaves to make a fall collage.\n* Colton asks his teacher to help him use the new drawing app on the iPad so he can draw a picture for his mom for Mother\u2019s Day.\n* Chad points to Art on his picture schedule, then takes the new book about dogs, Perros!\n* Perros!/Dogs! Dogs!, from the Book Corner to the Art Center, where he uses it to help him draw a picture of his new puppy.\n\n* Mia turns on the new CD of classical music that has been added to the Listening Center and creates a dance to go with the music.\n\n**Experiments with combining objects and materials in new and imaginative ways.**\n\n* After Joshua sets plates, cups, and food from Dramatic Play on the tray of Abigail\u2019s wheelchair, they go out to the playground so they can pretend to have a picnic outside.\n* Connor and Nicholas use cardboard building blocks to create holding pens, then place animal figures in the pens and collect play food from Dramatic Play to feed the animals.\n* Natalie takes a pot to the Writing Center, drops all of the magnetic alphabet letters in the pot, and puts the pot on the stove to make soup.\n* Julian takes a maraca from the Music Center to Dramatic Play, where he sets it in the lap of the baby doll, pretending the baby is shaking a rattle.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"f193a177-ad2f-4498-a773-313ca834f4f0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f193a177-ad2f-4498-a773-313ca834f4f0","fullStatement":"Uses imagination in play and interactions with others.","humanCodingScheme":"AL2.2-4Y","notes":"**Uses materials in new and different ways to represent objects, characters, and ideas.**\n\n* Rose slips a bead on a string, asks her teacher to tie it around her neck, and then uses it to listen to the teddy bear\u2019s heart.\n* Silas and Caleb climb on a bench under the tree and pretend to be jockeys in a horse race.\n* As Ava and Iris are playing Three Billy Goats Gruff in the block center, Ava holds up one of the blocks and says to Iris, \u201cThis can be our troll!\u201d\n* Philip borrows the headset from the Listening Center and pretends to be a 911 dispatcher.\n\n**Engages in short sequences of dramatic play that include some interaction with peers.**\n\n* In the Dramatic Play area, Emery prepares food at the stove, then Callie feeds Emery\u2019s meal to the baby.\n* Using his therapy handle to hold a marker, Peyton writes a letter, seals it in an envelope, and gives it to Nolan, who delivers it to the post office box in the Writing Center.\n* In the Dramatic Play area, Maria prepares churros for her friends, and they pretend to eat them at a birthday party.\n* Liza and Nora play in the Car Repair Shop, with Liza pretending her car is broken and Nora working to fix it.\n* In the Block Center, Felix uses his home language to count the number of blocks he and\n\n**Joseph used to build a tower.\n\n**Uses a variety of props and invented characters as part of pretend play.****\n\n* Juan, Miles, and Lucas each select an instrument, then march around the room playing their instruments, pretending they are a mariachi band.\n* Gavin, Ryan, Marcie and Stella use puppets to act out The Three Little Pigs. Gavin says, \u201cI\u2019m the big bad wolf. You be the pigs.\u201d They each select their puppets and act out the drama.\n* Zane and Joseph pretend to be archeologists, using shovels and brushes to dig in the sand table to find dinosaur fossils.\n* Carlos and Richard use cardboard building blocks to build a castle, then pretend to be knights defending their home.\n\n**Engages in elaborate and sustained play themes with self and others.**\n\n* Calvin plays with the safety vehicles each day during free play, responding to imaginary fires, accidents, and emergencies.\n* Natalie, Bella, and Claire play in the Farmer\u2019s Market set up in Dramatic Play. Claire acts as a customer, Natalie weighs the fruits and vegetables, and Bella collects money. They change roles when they return to that center the next day.\n* Hannah returns to the Garden Shop every day during free play, arranging artificial flowers in bouquets, planting artificial plants in pots, and painting flower murals.\n* Luis and Thomas pretend to work at a pet store, with Thomas bathing the animals and Luis feeding them. At the end of day, they ask Carl if he wants to play with them on the next day, promising he can take care of the sick animals.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"7d98fa47-2ab6-49cb-9df8-f7a32f71f4f0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7d98fa47-2ab6-49cb-9df8-f7a32f71f4f0","fullStatement":"Demonstrates eagerness to explore, investigate, and learn about their world.","humanCodingScheme":"AL3-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"fc38b37b-5312-4ce9-a7e7-6361def15467","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fc38b37b-5312-4ce9-a7e7-6361def15467","fullStatement":"Explores a wide range of topics, ideas, and interests.","humanCodingScheme":"AL3.1-4Y","notes":"**Investigates topics, ideas, and interests to learn new information.**\n\n* Tiana picks up the bongo drums that have been added to the Music Center and begins playing with them. \u201cIt sounds different,\u201d she says as she hits the top of the drums in different ways and different places.\n* Owen asks his teacher, \u201cDoes ice melt faster in water or out of water?\u201d He drops one ice cube in the water table, puts the other in a cup, and watches to see what happens.\n* Luke carries a collection of dinosaurs to the math center where he uses the new Unifix cubes to measure how tall and long they are.\n* Isabelle gathers flowers from the playground and takes them to the Science Center so she can see what they look like under a microscope.\n\n**Uses a variety of strategies to discover answers to questions about topics, ideas, and interests.**\n\n* When her therapist asks, \u201cWhich one is a circle,\u201d Shelby runs her fingers over the raised outlines of the circle, square, and triangle, then points to the circle and says, \u201cThis one is the circle.\u201d\n* After several unsuccessful attempts to blow a large bubble, Logan stops to watch how Mark is blowing bubbles. After noticing that Mark blows softly and very slowly, Logan tries again using Mark\u2019s strategy.\n* After Austin\u2019s teacher reads a book about clouds that is in Austin\u2019s home language, Austin points to a cloud in the sky and asks his teacher to identify it. The teacher takes a picture of the cloud and then helps Austin use the book to identify it.\n* When Ivy\u2019s therapist shows her how to press the letter stamps into the clay, she asks, \u201cCan you show me how to write my name with the stamps?\u201d\n* Melanie wants to make something special for her pet gerbil, so she opens a book about gerbils to find out what they like to play with.\n\n**Shares new discoveries with peers and adults.**\n\n* Rowan examines leaves on the Discovery table with a microscope, then invites Adam over, saying, \u201cCome look. Leaves have veins.\u201d\n* While outside on the playground, Nora calls her teacher over, points to the ground where a piece of candy is covered with ants and says, \u201cLook at all the ants. Do they like candy?\u201d\n* Maria shows her painting to her teacher and signs, \u201cRed and blue make purple.\u201d\n* Theo tells his teacher, \u201cI guessed it would take 3 little cups of water to fill the big cup, but it took 4.\u201d\n\n**Participates in discussions about a variety of topics, ideas, and activities.**\n\n* During the morning meeting, Olivia joins her classmates in talking about the things they learned on their field trip to the farm.\n* After completing a \u201csink or float\u201d experiment with objects in the Science center, Jasper and\n\n**Julian talk together about their discoveries.**\n\n* In the Technology center, Arlo and Tobias watch the live stream of an eagle\u2019s nest and talk about how the babies are pecking their way out of the eggs.\n* After listening to their teacher read a book about a trip to the zoo, Victoria and Emily talk about the animals they would like to see.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"7c6df11d-4b22-4864-b173-d1c038f9d738","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7c6df11d-4b22-4864-b173-d1c038f9d738","fullStatement":"Initiates explorations, investigations, and interactions.","humanCodingScheme":"AL3.2-4Y","notes":"**Seeks out and participates in new experiences.**\n\n* Javier sees his friend Ray eat a cucumber slice and decides to taste one.\n* After the teacher adds an easel with paint cups in the Art Center, Grace explores what happens when she mixes different colored paint together on her paper.\n* After watching his friend do it, Hugo decides to try climbing the ladder and going down the slide.\n* Carlos works slowly to write each letter of his name on the sign-in sheet his teacher has added to the classroom routine.\n* Matthew works with Kayla to use the balance scale their teacher demonstrated during\n* Morning Meeting, attempting to find items that weigh the same.\n\n**Asks questions and seeks information about topics of interest.**\n\n* When Melissa notices a caterpillar on the sidewalk, she returns to the classroom and looks at the pictures in a bilingual book about caterpillars to see what they like to eat.\n* After listening to his teacher talk about how sea turtles dig a hole in the sand to lay their eggs, Miles asks Garrison if he wants to watch the video of sea turtles laying their eggs so they can see how the babies get out.\n* Leah looks at the peas on her lunch plate and asks, \u201cWhy do we have to eat vegetables?\u201d\n* Adrian looks out the window and asks, \u201cWhy does it rain?\n\n**Seeks out and uses materials to support investigations.**\n\n* On the playground, Asher takes a shovel from the sand table and digs in the dirt, looking for worms he can study under his magnifying glass.\n* Abigail pushes her wheelchair around the room collecting objects that she can look at under the microscope.\n* Hailey and Charlotte get the Lego blocks and use them to measure how long their feet and hands are.\n* Hudson gets a book about bridges from the shelf and looks at it while he works at building a bridge with blocks. Demonstrates self-direction while investigating a range of topics, ideas, and interests.\n* Archie and Brook make plans to build a ramp for the race cars. They experiment with adding and removing blocks to raise and lower the ramp to see how to make cars go faster.\n* Mackenzie wonders how big the class guppies will get. She picks out a book about guppies and begins looking at pictures so she can learn more about their size.\n* Grayson spends some time each day watching the bird feeder hanging outside his classroom and draws pictures of the different types of birds he sees eating.\n* Claire experiments in the Art Center, painting with brushes, feathers, string, and sponges to see the effects of each.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"bfb52575-6506-4f5e-8630-6b68c7624452","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bfb52575-6506-4f5e-8630-6b68c7624452","fullStatement":"Uses a variety of strategies with purpose to accomplish tasks, overcome obstacles, and solve problems.","humanCodingScheme":"AL4-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"e3e425d6-636a-4349-8fb8-4ab898c62cbd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e3e425d6-636a-4349-8fb8-4ab898c62cbd","fullStatement":"Takes risks and attempts new experiences that are challenging.","humanCodingScheme":"AL4.1-4Y","notes":"**Expresses confidence in their abilities.**\n\n* Victoria is the first to volunteer to try painting with the eyedropper, saying, \u201cLet me. I can do it.\u201d\n* When his teacher uses Manuel\u2019s home language to offer help with the large buttons on his coat, Manuel refuses her offer, saying \u201cI can do it\u201d in his home language.\n* Alex washes his hands by himself, then smiles at this teacher and signs, \u201cI did it!\u201d\n* When Camille notices her classmate is struggling with the \u201csame and different\u201d activity, she says, \u201cI\u2019ll show you.\u201d\n\n**Tries new ways of doing familiar tasks.**\n\n* Instead of using his hands to press out the playdoh, Nico flattens it with a mallet.\n* After sorting the counting bears by color, Silas and Jude decide to sort the plastic animals in the Science Center into land and sea animals.\n* Rather than using a paint brush, Ian uses a small sponge to put paint on his paper.\n* After several days of driving her cars on roads built by putting unit blocks together, Sophia decides to use the arch and tunnel blocks to create structures for her cars to drive under and through.\n\n**Seeks to participate in new activities they\u2019ve observed.**\n\n* Maddy watches her classmate play the new spin drum her teacher brought back from Africa, then takes a turn playing it herself.\n* After observing Katie use the new turkey baster to draw up water from the water table, Jill rolls her wheelchair up to the water table, picks up another baster, and tries to do the same.\n* Louis watches two classmates toss bean bags at a bucket that has been added to the outdoor play area, then asks if he can join the game.\n* After the teacher demonstrates and explains in Sammy\u2019s home language how to use the new balance scale, Sammy goes to the Math Center and places various objects on the scale, watching to see what happens.\n\n**Attempts challenging experiences.**\n\n* After drawing a picture, Ellie attempts to write her name by making some letter-like marks on her paper.\n* Adrian watches some of his classmates hop on one foot, then attempts to do the same.\n* Instead of using the loop scissors provided by her therapist again, Diana picks up the regular scissors and attempts to use them to cut strips for her collage.\n* When his teacher introduces unusual kinds of fruit to the class, Michael is the first to taste the dragon fruit.\n\n**Recovers from setbacks.**\n\n* Sammy covers his eyes and heaves a heavy sigh when his Magna-Tile structure collapses, but after a few minutes, he clears the various pieces off the lightbox and begins again.\n* After Emma has attempted to order the Unifix cubes from smallest to largest, she notices one in the wrong place, then moves the cubes around and reorders them again, this time correctly.\n* Charley tries walking on the balance beam and slips off, but then gets back on and tries again.\n* Misty wants to paint a picture for her mother, but Renee is already at the easel. Misty asks, \u201cCan I paint now,\u201d but Renee says, \u201cNo. I\u2019m painting.\u201d Misty goes to the Math center to work, then returns to the easel after Renee finishes.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"5fca29c8-d086-466d-836e-f70d3ef3e6ff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5fca29c8-d086-466d-836e-f70d3ef3e6ff","fullStatement":"Demonstrates flexibility in solving problems and accomplishing tasks.","humanCodingScheme":"AL4.2-4Y","notes":"**Uses proven strategies to solve familiar problems and accomplish tasks.**\n\n* When Madelyn drips paint on the floor, she reaches for the wet rag she knows is hanging beside the easel and wipes up the paint.\n* Rorey pulls the stool from under the sink and climbs up on it so he can reach the faucet to wash his hands.\n* When Carson spills his milk, he asks his teacher for paper towels and wipes it up the way he has seen her do.\n* Ellie works with the Touch and Match Tactile Board, and just as her therapist has shown her before, runs her fingers across the surface of each counter, then across the various surfaces on the board until she is able to place each counter in the hole with the matching texture.\n\n**Seeks assistance from peers and adults as needed to solve problems and accomplish tasks.**\n\n* While playing in the farmer\u2019s market set up in the Dramatic Play center, Sawyer asks his friend to hold the grocery bag open so he can drop the fruit in.\n* When Nina is unable to get her jacket zipped, she uses her home language to ask for help and her teacher responds by helping Nina zip her coat.\n* Elijah asks his friend to remind him how to make the \u201cj\u201d in his name.\n* After trying unsuccessfully, Jayden takes the bottle of bubbles to his teacher and asks her if she can get the top off.\n\n**Analyzes problems and experiments with strategies to see what works.**\n\n* When Graham and Oscar have trouble taking a picture with the tablet, Graham suggests, \u201cMaybe it\u2019s like the computer. Let\u2019s turn it off and turn it on again.\u201d\n* When Sara and Marla both want to play with the same red truck, and Marla remembers that yesterday, Sara picked the blue truck so they could each have one, she asks Sara if she wants the blue truck.\n* After the small block of wood falls off the piece of cardboard for a second time, Seth suggests to Finn, \u201cMaybe tape will work.\u201d\n* As Ivy and Helen attempt to build a bridge connecting two towers, Ivy says, \u201cWe could try a long block or maybe build another tower in the middle. Let\u2019s try a long block first.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T03:23:17+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"650cec72-551d-4f66-ab3f-25a1ca250f22","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/650cec72-551d-4f66-ab3f-25a1ca250f22","fullStatement":"Creative Arts","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"3f3eef07-0290-46da-871d-121e86114807","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3f3eef07-0290-46da-871d-121e86114807","fullStatement":"Develops skills in and appreciation of a variety of visual art, dance, music, and drama experiences.","humanCodingScheme":"CA1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"651a9db9-a19c-4c01-b73f-880312c0380b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/651a9db9-a19c-4c01-b73f-880312c0380b","fullStatement":"Develops skills in and appreciation of visual arts.","humanCodingScheme":"CA1.1-4Y","notes":"**Uses a variety of media and materials for exploration (e.g., paint, glue, three-dimensional materials, technology, etc.).**\n\n* After painting at the easel, Kenny selects 3 feathers from the bin and carefully sticks them onto his wet painting.\n* Sally sticks leaves, twigs, and feathers into a ball of clay.\n* Shavon uses easy-squeeze scissors to cut ribbon and yarn, and then glues them on her collage.\n* Ben uses a computer program to create and print a picture and then glues together popsicle sticks to make a frame.\n\n**Uses a variety of art forms, elements, and materials for representing people, places, and things in the environment.**\n\n* Monica examines the picture on the wall and asks for some cotton to make clouds like in the picture.\n* At the easel, Jarrad paints a picture of his dog.\n* Akira selected the picture of an easel from her picture schedule, carried it to the art center, and then used chubby chalk and dot markers to create a picture.\n* Trina builds her house with Popsicle sticks and glue.\n* Kyle draws a picture of his brother that includes a head, body, arms, and legs.\n* Max takes leaves he has gathered and sticks them to a tree trunk that he has shaped from playdough.\n\n**Observes and responds to artwork produced by others from his/her own culture and other cultures.**\n\n* Maya watches a classmate making a snake out of clay and then makes one herself.\n* Brian looks at the picture of the farm. He says, \u201cThe horses are running, and the sheep are eating the grass.\u201d\n* Michelle points to the photo and says, \u201cI like the red and orange trees\u201d.\n* After the teacher reads the story about Native American mask making, Mark paints a Native\n* American mask using watercolors.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:58:32+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"2a5d2a8d-fec6-4df1-a522-d62e269838cc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2a5d2a8d-fec6-4df1-a522-d62e269838cc","fullStatement":"Develops skills in and appreciation of dance.","humanCodingScheme":"CA1.2-4Y","notes":"**Explores various ways of moving with or without music.**\n\n* Roberto presses the switch on his wheelchair tray and rocks to the song playing on his musical switch toy.\n* Nicki uses a scarf to pretend to be a wave as the ocean's roar plays through the speaker.\n* Geno sways gently to classical music but shakes wildly to country music.\n* Eddie moves like an elephant, swinging his arms like a trunk and stomping heavily around the circle while listening to a CD of The Baby Elephant Walk.\n* Lydia copies her interventionist\u2019s movements as she waves her arms in the air and marches.\n\n**Copies or performs simple patterns of movement and dance while exploring the element of beat.**\n\n* Sasha gallops to the beat of the song and then twirls as the beat changes.\n* Juan claps in time to the music the teacher plays on her guitar.\n* Emilio performs Head, Shoulders, Knees and Toes with his classmates, pointing rather than touching his toes because he is sitting in a wheelchair.\n* Darius marches to the beat of a Sousa march. Describes or imitates movement after participating in or watching others move as they play games or move to songs and/or music.\n* Cleo marches to the music after watching others move to the song, Marcha, that the teacher is singing.\n* Judy says, \u201cI\u2019m a butterfly\u201d as she flaps her arms to the music.\n* Erin says, \u201cGina was a tree. Her arms waved like branches.\u201d\n* Eddie excitedly says, \u201cI stomped my feet hard.\u201d\n\n**Watches/listens and responds to dances performed by others from his/her own culture and other cultures.**\n\n* Steven watches hula dancing and imitates the movement.\n* After watching a performance of The Nutcracker, Kya says, \u201cShe stood on her toes a lot\u201d.\n* As the older children demonstrate the French dancing game, Punchinella, Gabby excitedly says, \u201cI want to do that!\u201d\n* After watching Beauty and the Beast at home, the girls dance \u201cballroom style\u201d in dramatic play as the music plays.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"7e01bd88-5dc2-4e6c-9c4a-4dea93d7074c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7e01bd88-5dc2-4e6c-9c4a-4dea93d7074c","fullStatement":"Develops skills in and appreciation of music.","humanCodingScheme":"CA1.3-4Y","notes":"**Explores various forms of music through his/her senses.**\n\n* Jose tries to strum the guitar his teacher is playing.\n* Devon puts on the headphones and listens to music during free choice time.\n* Marcus moves his body to the beat of the music.\n* Carly points to the picture of the rhythm sticks on her communication board, and then makes music with the rhythm sticks the teacher velcroed to her hands.\n* Sydney uses maracas, bells, xylophones, and drums to make music.\n\n**Uses fingerplays and songs to explore the beat and tempo of music.**\n\n* Tessa moves her fingers to the beat of the song, The Itsy-Bitsy Spider.\n* Sarah swings her hands with the beat as she sings Ring Around the Rosy while she makes a circle with her peers.\n* Jenny sings Five Little Pumpkins Sitting on a Fence at different tempos while attempting to move her hands to the beat of the song.\n* Mitch decreases the tempo of his rhythm sticks after his teacher slows the tempo of her sticks.\n\n**Watches/listens and responds to music produced by others from his/her own culture and other cultures.**\n\n* Milo smiles as his caregiver starts to play the Raffi album.\n* During choice time, Bertie listens to concert music with headphones and dances to the music.\n* After seeing a performance of Cinderella, Mykala pretends to be a princess while playing with others on the playground.\n* Carlos, Samuel, and Dakta paste beads and feathers on their paper plate shakers following a visit by Native American dancers.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"7a129278-fcf7-4078-9a0f-6aad09452750","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7a129278-fcf7-4078-9a0f-6aad09452750","fullStatement":"Develops skills in and appreciation of drama.","humanCodingScheme":"CA1.4-4Y","notes":"**Uses a variety of actions and/or sounds to explore drama through pretend play.**\n\n* Leia puts on a fire hat, takes the steering wheel, sits on a block, and makes siren noises.\n* Emari and Tyler ride tricycles and pull up to the pretend gas pump to fill up their cars.\n* Carlito rolls his wheelchair to the back of the chair train and calls out, \u201cChoo choo!\u201d\n* Eva, pretending to be a cat in dramatic play, crawls on the floor and signs, \u201cMeow. I\u2019m hungry.\u201d\n* In the housekeeping area, Megan directs other children to be the baby, the cat, and the dog. Demonstrates simple elements of drama such as roles, characters, and sequence of story lines.\n* Sophie adjusts the pitch of her voice for each of the Three Little Pigs.\n* Teddy uses the flannel board pieces to tell the story of The Very Hungry Caterpillar.\n* Emmy signs the words of Goldilocks during a puppet play.\n* Five children volunteer to be the baby ducks and one child volunteers to be the mother duck. As the teacher and children recite Five Little Ducks, the children act out their part.\n\n**Watches/listens and responds to drama performed by others from his/her own culture and other cultures.**\n\n* Kyle listens as his caregiver reads the story of Three Billy Goats Gruff, using voice inflections for each of the characters.\n* The younger children in Emily's center watch as the older children act out their own play about Pepito the Little Horse.\n* Earl and Jalen clap spontaneously after a dramatic presentation of the Cherokee story,\n* Possum\u2019s Tale.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:58:12+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"3b0362d0-83b9-45f9-8e47-04ce26464324","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3b0362d0-83b9-45f9-8e47-04ce26464324","fullStatement":"Health/Mental Wellness","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"1d34be3a-0f44-4336-8356-b84f94641333","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1d34be3a-0f44-4336-8356-b84f94641333","fullStatement":"Demonstrates health/mental wellness and social skills needed to participate cooperatively as a member of a group.","humanCodingScheme":"HMW1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"fe0f3081-5e2d-4a06-924f-d04edb6369a6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fe0f3081-5e2d-4a06-924f-d04edb6369a6","fullStatement":"Demonstrates knowledge and skills that contribute to healthy lifestyles.","humanCodingScheme":"HMW1.1-4Y","notes":"**Takes care of personal health/safety needs with adult support as needed.**\n\n* Melvin goes to the water fountain when thirsty.\n* Nina goes to the bathroom without prompting.\n* Carlos covers his mouth when he coughs and then washes his hands after the teacher reminds him.\n* In the dramatic play center, DaShon explains to Sarah, \u201cWe don\u2019t go with strangers.\u201d\n* On the playground, Remi tells a friend, \u201cHold on [to the safety bar] with two hands when you go up the steps\u201d while climbing up the steps for the slide.\n\n**Identifies healthy food choices.**\n\n* Before taking a bite of peas, Myra tells a friend, \u201cThis helps you grow.\u201d\n* Kianna cuts pictures of healthy foods out of a magazine.\n* After lunch, the teacher uses the food pyramid to identify what categories of food the class had for lunch. Aiden notices that green beans are in the vegetable group.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"88c6c89e-f6af-4653-ad0b-205a8455abcb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/88c6c89e-f6af-4653-ad0b-205a8455abcb","fullStatement":"Demonstrates knowledge and skills needed to participate successfully in groups.","humanCodingScheme":"HMW1.2-4Y","notes":"**Plays alongside rather than with other children.**\n\n* Kevin plays with blocks in the block area while Steven plays with trucks in the same area.\n* Playing separately in the housekeeping area, Matt irons clothes and Kira cooks dinner and feeds the baby.\n\n**Plays in small groups or pairs based on similar interests.**\n\n* Troy watches two children dig in the sandbox and then slowly sits down next to them and begins to dig.\n* Hayden, Everett, and Clara play together in the housekeeping area, taking turns pretending to feed a baby doll and serving each other dinner.\n* Mitchell asks Paul to play Candy Land at the activity table.\n* On the playground, Melanie says to Jimmy & Tanisha, \u201cLet\u2019s play our chase game again.\n* Tanisha, you be the monster this time!\u201d \n\n**Makes and maintains a friendship with at least one other child.****\n\n* Myra greets Sue when she arrives and gives her a hug.\n* Kimmi refers to Luke as \u201cmy friend.\u201d\n* Miriam and Tasha regularly choose each other as partners.\n* Kyle and Barry play together on the playground the entire time they are outside.\n\n**Participates in small group activities with teacher support.**\n\n* Marty marches around the room with the other children as the music plays.\n* With reminders from the teacher to be sure to wait her turn, Callie plays Duck, Duck, Goose during group time.\n* Jenny and DaShon build a castle in the block area with help from their teacher, who hands them more blocks and helps them resolve a conflict over who should add the biggest blocks.\n* The early interventionist positions a bell in Tran\u2019s hand with a strap and then Maurice, Tran, and Bryan use triangles and bells to create music and play for the interventionist and their teacher.\n\n**Communicates emotions in an appropriate manner.**\n\n* Jalen hugs Matthew when it\u2019s time to go home.\n* When Katrina tries to take the dump truck from Mike, he stomps his feet and scrunches up his face to show that he\u2019s angry.\n* Zayden is working at the art table with his interventionist, who is helping him glue small items on a paper. Zayden shrugs his shoulders and begins to cry. The teacher says to\n\n**Zayden, \u201cYou look disappointed. You wish you had more feathers for your collage.\u201d Zayden nods \u201cYes\u201d.**\n\n* The teacher notices that Jacques is upset with Thoman and asks Jacques to tell her some words he could use to let Thomas know how he feels. Jacuqes replies, \u201cMad. Sad. I don\u2019t like it when you push me!\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:57:48+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"b08e6f3b-bda4-4fce-a21c-2484b3945213","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b08e6f3b-bda4-4fce-a21c-2484b3945213","fullStatement":"Demonstrates the ability to participate in classroom activities and follow classroom rules.","humanCodingScheme":"HMW1.3-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:57:08+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Follows routines independently with support when needed.**\n\n* The teacher points to the pictorial directions for feeding the class fish. Alice looks at the first picture, looks at the teacher, and then picks up the container of fish food.\n* After watching Ryker throw away his cup and napkin in the trash can, Meija throws away her cup and napkin after eating her snack.\n* Crystal sings the cleanup song with the teacher while putting the Legos away.\n* After using the class choice board to indicate that he plans to go to the Art Center to paint a picture, Tad wheels his wheelchair to the art center to use the easel.\n* Without a reminder, Scott places his headset next to the computer after listening to a story, checks the center sign-up list, and goes to tell Alyse that she is next to use the computer.\n\n**Uses materials appropriately and in a self-directed manner.**\n\n* Tamika chooses a book and turns the pages gently without tearing the book.\n* Mustafa uses paper, tape, and glue to create a dinosaur book during choice time.\n* Abby takes several markers in her hands at the same time and makes dots all over her paper. She then replaces the caps on the markers and returns them to the bin.\n* Maddox chooses the feathers, jewels, stickers, and pom poms to make a collage. After gluing some of the items onto the cardboard, Maddox returns the unused supplies to the classroom bin.\n\n**Participates in everyday classroom activities, with adult guidance as needed.**\n\n* During center time, Bryson digs into the container of doll house furniture and proceeds to place pieces in different rooms of the doll house.\n* When the teacher tells Josh that he is the leader today, he hops up and immediately heads to the attendance chart to help read the names of the children who are here today.\n* On the playground, the teacher invites children to play with the parachute. The interested children take hold of a handle, and the teacher and children work together to lift and lower the parachute.\n* Brittany says, \u201cIt\u2019s circle time. It\u2019s time to see who is not here.\u201d Brittany looks around the room and says, \u201cJinna is not here.\u201d\n\n**Shifts attention between tasks and moves through transitions with guidance from adults as needed.**\n\n* Callie says good-bye to her dad at the door, then runs over to join some children playing with blocks.\n* When Paloma comes in from the playground, her teacher reminds her to check her picture schedule to see what comes next. Paloma walks over to her picture schedule, pulls off the picture of the easel, and then goes over to the art center to paint.\n* Eric begins to pick up toys when his caregiver starts to sing the clean-up song.\n* Mario places a stop sign on the Magnatiles letting others know that he plans to continue using them and walks over to where the teacher has gathered a small group of children for an activity.\n* The teacher reminds Luis that some children are on the patio painting the \u201crocket ship\u201d and asks Luis if he would like a turn to paint or if he would rather continue playing at the water table. Luis quickly puts away the water toys and heads to the patio.\n\n**Anticipates typical consequences for a specific behavior with support as needed.**\n\n* Leah drops a container of markers on the floor. When the teacher bends down to pick them up and says, \u201cUh-oh. When we spill things, we need to pick them up and put them back in the container\u201d, Leah begins to pick up some of the markers with the teacher.\n* After running across the carpet, Leo looks at the teacher and then returns to the other side of the carpet. He begins to walk across and says, \u201cWhen we run, we have to go back and walk.\u201d.\n* Beau heads to the door to go outside, but after his teacher reminds him to get a coat, he goes back to his cubby and says, \u201cI don\u2019t want to be cold. I need my jacket!\u201d\n* Johnny knocks sand onto the floor. He uses the nearby brush and dustpan to sweep some of it up, telling his friend, \u201cWhen we make a mess, we have to clean it up so no one will fall.\u201d\n* When Diego\u2019s feet bump into Adrian\u2019s back during circle time, Diego checks on Adrian to make sure he is okay, saying, \u201cAre you OK? My feet might hurt you.\u201d"},{"identifier":"3ed256ea-64d0-42cb-9ef6-df2ec945ea01","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3ed256ea-64d0-42cb-9ef6-df2ec945ea01","fullStatement":"Demonstrates self-identity and sense of self.","humanCodingScheme":"HMW1.4-4Y","notes":"**Describes self in terms of several basic characteristics.**\n\n* Kylie tells the teacher, \u201cI have brown hair.\u201d\n* When a classroom visitor asks who she is, Regina says, \u201cMy name is Regina and I\u2019m four. I can run really fast!\u201d\n* In the Dramatic Play area, Shirley tells Abe, \u201cI\u2019m a girl. I can be the doctor.\u201d\n* \u201cMy name is Dajun Cho. I am bigger than Josiah.\u201d\n\n**Identifies feelings and likes and dislikes but may not be able to explain why.**\n\n* Cierra signs, \u201cI love ice cream.\u201d\n* Janie\u2019s interventionist notices that Janie seems to be feeling sad. When asked \u201cJanie, you seem to be feeling sad. What\u2019s wrong?\u201d Janine shrugs her shoulders to indicate, \u201cI don\u2019t know.\u201d\n* Lulu says she likes to play with the trucks, but not the blocks.\n* When asked about favorite foods, Delilah responds, \u201cI love strawberries. They are so juicy!\u201d Demonstrates self-confidence through interactions.\n* Dudley stands up in front of his class and shares a favorite book from home.\n* Emmett exclaims, \u201cYes! I did it!\u201d when putting the last piece of the puzzle in place.\n* Tanisha tells her friend, \u201cI builded it all by myself\u201d.\n* After a few weeks at school, Quentin readily joins in the songs at circle time.\n* While trying to figure out how to make the marble stay on the ramp without falling off,\n* Peyton tells Adalyn, \u201cWe can do it. We just have to try again.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:56:53+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"aacc7ced-af79-4f76-8042-4adb072629ae","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/aacc7ced-af79-4f76-8042-4adb072629ae","fullStatement":"Uses a variety of strategies to solve social problems and conflicts with guidance.","humanCodingScheme":"HMW1.5-4Y","notes":"**Accepts and/or asks for help solving social problems and/or resolving conflicts.**\n\n* When Sebastian and Harrison both want a turn to feed the class pet, the teacher helps\n* Sebastian use the communication board so the two children can agree that Sebastian can feed the pet today, and Harrison can feed the pet tomorrow.**\n* When Haley takes a truck from her, Myla asks the teacher for help. The teacher helps the girls talk about their conflict and decide how to share the truck.\n* Germaine gets the teacher when Ryan takes her baby doll and won\u2019t give it back.\n* Marta asks the teacher for help when Sheri paints on her picture.\n\n**Solves social problems and/or resolves conflicts with adult guidance and support when needed.**\n\n* Larry wants the car Tre\u2019 is playing with so he asks him to trade cars.\n* After Bailey hits her, Naomi says, \u201cDon\u2019t do that. I don\u2019t like it.\u201d Bailey grabs the block from\n* Naomi. The teacher says to Bailey, \u201cYou seem frustrated. You wanted the block. What could you say to help solve this problem?\u201d Bailey says, \u201cI need this for my building.\u201d Naomi says, \u201cOK, but I need the others.\u201d Bailey replies, \u201cOK.\u201d\n* Maya tries to get other children to join her in the block area. She asks Sarah if she wants to play. When she gets no response, she tries again by saying, \u201cYou can build the tower and I drive the cars.\u201d\n\n**Offers ideas or simple explanations for solving social problems or conflicts with guidance from adults.**\n\n* Anthony and Weston are struggling over a swing on the playground, each of them holding the swing and pulling it away from the other. Their teacher asks, \u201cWhat do you think we can do to solve this problem?\u201d Anthony says, \u201cMaybe Weston can swing, and then me.\u201d\n* Brantley tells the teacher that Jayden called him a name. The teacher replies, \u201cYour face tells me you didn\u2019t like it. What could you say to Jayden?\u201d Brantley replies, \u201cI don\u2019t like it when you call me names. Next time call me Brantley.\u201d The teacher replies, \u201cYou used a strong voice when you said that. I think you have a plan.\u201d\n* When playing a board game, Mary, Natalie, and Ivy all want to have the first turn. Ivy says, \u201cLet\u2019s take turns going first. That way it\u2019s fair.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:56:21+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"abe951d8-ff99-4dd2-8396-480b08d824dd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/abe951d8-ff99-4dd2-8396-480b08d824dd","fullStatement":"Follows through to complete an activity or achieve a goal.","humanCodingScheme":"HMW1.6-4Y","notes":"**Persists at challenging tasks, despite setbacks.**\n\n* Willy works several minutes on a puzzle. When he cannot get the last piece to fit, he asks the teacher to help him. Then he puts it in himself.\n* A portion of Dominique's bridge continues to topple over. Dominique rebuilds it for a third time and says, \u201cIt\u2019s got to work this time.\u201d\n* After repeatedly stepping off the balance beam before reaching the end, Kara continues to walk a little further each time.\n\n**Maintains focus when working on a task.**\n\n* Using the snap beads from the shelf, Mary works until she makes a necklace that fits around her neck.\n* The teacher asks Brady to water the plants in the classroom. Brady carefully waters each plant and when finished, replaces the watering can.\n* As other children work at the same table with different manipulatives, Sharla works on completing a difficult puzzle.\n* Juan starts and completes several levels of play on the computer counting activity.\n\n**Sets short term goals, makes plans, and follows through.**\n\n* Cory tells the teacher using sign language that he is going to go to the dramatic play center and pretend to be a dog.\n* During the cooking project, Larry saves the carrot scraps so he can feed them to the class rabbit.\n* Kingston is playing with Parker in the block area. \u201cLet\u2019s make a castle,\u201d Kingston says. \u201cYou get the blocks, and I\u2019ll get the people to put in the castle.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T17:01:36+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"d2eac058-5634-426e-a0c2-85262cf1ddde","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d2eac058-5634-426e-a0c2-85262cf1ddde","fullStatement":"Language and Early Literacy","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"92c99561-1ed7-401a-8a75-441e05a2ca06","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/92c99561-1ed7-401a-8a75-441e05a2ca06","fullStatement":"Demonstrates skills and strategies needed for receptive communication.","humanCodingScheme":"LEL1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"9b773626-90b7-4c9c-99c7-9f762eb7b37d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9b773626-90b7-4c9c-99c7-9f762eb7b37d","fullStatement":"Attends and responds to nonverbal and verbal communication of others in a variety of situations.","humanCodingScheme":"LEL1.1-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:51:01+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Attends to an adult or peer who is communicating verbally or nonverbally.**\n\n* As Mykyla listens to her caregiver talking about cookies, she smiles and nods enthusiastically.\n* At story time, Max watches as his teacher signs \u201cMama, Do You Love Me?\u201d\n* Liam looks at his caregiver when he talks about the day\u2019s activities.\n* William focuses on the classmate who is telling a story during share time.\n\n**Follows simple directions.**\n\n* When the teacher asks Carter to choose a center to begin working, Carter points to the Art Center.\n\n* When his teacher signs, \u201cGet your coat and wait at the door,\u201d Carlos does so.\n* When the teacher states, \u201cThrow away your cup and your napkin and come to the rug,\u201d\n\n**Olivia complies.**\n\n* When the therapist asks Mary and Albert to get out the box of markers, put it on the table, and come over for circle time, they both follow his directions.\n\n**Gains information by listening to/processing communications from others.**\n\n* After listening to the story, Sarah tells her friend, \u201cThere are three bears in Goldilocks\u201d.\n* Kelly\u2019s teacher tells the class that a nurse is going to visit the classroom tomorrow. At the end of the day, Kelly tells her mommy, \u201cA nurse is coming to our class!\u201d\n* After a fire fighter visits their class, the teacher asks what materials the children think they need in the fire station they are creating in dramatic play. Paisley responds, \u201cWe need hats and coats and boots!\u201d\n* Emily listens to the book The Snowy Day, and signs to the teacher that she thinks Peter\u2019s snowball went away because his house was warm.\n\n**Interprets or applies information someone else communicates verbally or nonverbally.**\n\n* A nurse visits Becky\u2019s classroom and talks with the class about why it is important to wash your hands. Later, Becky tells a doll, \u201cWash your hands before you eat. Germs make you sick.\u201d\n* On the playground, Crystal reminds Jason, \u201cWe can\u2019t play on the slide. Remember? The teacher told us that it\u2019s closed. It\u2019s all wet.\u201d\n* Jackson holds up the book about firefighters that was read earlier that morning. \u201cLet\u2019s play fire fighters! Use the hoses just like they did in the book.\u201d"},{"identifier":"69a2756f-af65-4f62-aae5-cdf8b3a90343","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/69a2756f-af65-4f62-aae5-cdf8b3a90343","fullStatement":"Demonstrates the knowledge, skills and strategies needed for expressive communication.","humanCodingScheme":"LEL2-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"70305267-d70a-40a4-8042-a9836ba1f791","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/70305267-d70a-40a4-8042-a9836ba1f791","fullStatement":"Uses non-verbal communication for a variety of purposes.","humanCodingScheme":"LEL2.1-4Y","notes":"**Uses non-verbal communication to convey emotions.**\n\n* Elizabeth frowns when she hears the clean-up song begin.\n* Frustrated that he could not open the container, Lucas stomps his feet on the ground and shrugs his shoulders.\n* When the teacher announces that a special visitor is coming to read a book later that day,\n* Ella smiles and claps.\n\n**Identifies or chooses an object or person by pointing, physically touching, or moving toward****\n\nanother.\n* While playing \u201cFarmer in the Dell\u201d Simone chooses Elly to be the \u201cfarmer\u2019s wife\u201d by taking her hand.\n* When asked what he wants for a snack, Darius points to the graham crackers from the assortment on the table.\n\n**Uses gestures and/or movements to initiate interactions or to get needs met.**\n\n* Kyle touches another child on the arm, takes his hand, and then walks over to the dramatic play center.\n* Victor consistently waves his hands to indicate he wants more food.\n* Kelsey points to indicate who she wants to sit by at circle time.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:54:38+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"8b73a158-6de9-459d-a700-36918fb1a0c4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8b73a158-6de9-459d-a700-36918fb1a0c4","fullStatement":"Uses language (verbal, signed, symbolic) for a variety of purposes.","humanCodingScheme":"LEL2.2-4Y","notes":"**Initiates communication to have needs met.**\n\n* Easton looks at the interventionist, who says, \u201cEaston, do you want to use this block?\u201d and Easton says, \u201cYes, I want to build a bridge.\u201d\n* As the children are walking in from the playground, Craig signs, \u201cI want a drink of water\u201d to his therapist.\n* During center time Millie walks over to where her teacher is standing and asks, \u201cHow long until lunch?\u201d\n* Chance asks William for the puzzle piece he cannot reach.\n\n**Uses words, signs, pictures, and/or symbols to communicate.**\n\n* Samantha gets her PECS (Picture Exchange Communication System) board and shows the picture of the outdoors to the teacher to communicate that she wants to go outside.\n* When broccoli is put on his plate, Peter signs, \u201cI don\u2019t like that\u201d and pushes his plate away.\n* Allison puts the music center picture on her visual schedule to let her teacher know where she wants to go.\n* Singe says, \u201cElly took my blocks. She should give them back.\u201d\n\n**Uses different types of words to communicate about people, objects and activities that are familiar as well as new.**\n\n* Arabella points to the classroom fish tank and says, \u201cThose are our fish, and this is their fish tank.\u201d\n* After running around the whole playground, Hunter uses descriptive words as he says, \u201cI run really fast! I am fast like a rabbit!\u201d\n* During group time Iona\u2019s teacher explains what a \u201cmicroscope\u201d is, and during free play Iona uses the new word when she looks through a paper tube and says, \u201cI am using a microscope to look at these beads.\u201d\n\n**Responds appropriately in conversations and discussions with peers and adults.**\n\n* When asked \u201cHow old are you?\u201d Mike replies, \u201cThree. I have a dog.\u201d\n* When her therapist signs, \u201cDo you want to play with the dolls?\u201d Kate signs \u201cNo\u201d and then points to the paintbrush on her communication board.\n* When asked what he would like to do, Josiah tells his teacher that he wants to build a castle in the sandbox. His teacher restates Josiah\u2019s intent to which Josiah responds, \u201cIt\u2019s going to be really big with a bridge.\u201d\n\n**Asks many types of questions.**\n\n* When her mother picks her up at the childcare center, Laura asks, \u201cWhere is Daddy?\u201d\n* Evelyn points to a photo of Addison\u2019s family and asks Addison, \u201cWho is that?\u201d\n* As the caregiver is reading, Keshon asks, \u201cWhy do Jack and Jill fall down?\u201d\n* Oliver sees Wyatt standing at the door crying after his mother left and asks, \u201cAre you sad?\u201d\n* After he finishes looking at books in the book center, Henry asks his friend, \u201cWhat should we do now?\u201d\n\n**Adjusts the pitch, intonation, pace, and volume of their communication based on the situation.**\n\n* The teacher reminds everyone about the rules when the class goes to the library, and Alex whispers, \u201cI\u2019m going to talk real quiet.\u201d\n* Corey raises his voice higher as he pretends to be the Mother Bear.\n* Cecilia repeats her response in Spanish when she realizes her teacher was speaking to another child and did not hear her the first time.\n* \u201cGarcia emphatically signs, \u201cNo, I don\u2019t want to go\u201d when his mom tells him it\u2019s time to go.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:54:14+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"acec7bf0-79d1-466f-95e5-4674cb5f57fd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/acec7bf0-79d1-466f-95e5-4674cb5f57fd","fullStatement":"Communicates with increasing clarity and use of conventional grammar.","humanCodingScheme":"LEL2.3-4Y","notes":"**Speaks clearly enough to be understood by familiar people from his/her own community.**\n\n* Pointing to the fresh lettuce harvested from the class garden, Riley tells a friend, \u201cDis is the food for the wabbit!\u201d\n* Levi asks Zoey, \u201cWill you play on the \u2018puter wif me?\u201d\n* Owen excitedly tells her therapist, \u201cMy mom and dad are coming to lunch today. They get to sit with me.\u201d\n\n**Uses simple sentences to express self but may not always use correct grammar.**\n\n* Tomas says, \u201cMe want to play.\u201d\n* Luis told his teacher that he \u201crunned\u201d fast on the playground.\n* Olivia signs \u201cCan I have a cookie\u201d after listening to the story, If You Give a Mouse a Cookie.\n\n**Uses more complex sentences, but grammar is sometimes incorrect.**\n\n* Kendra says, \u201cI want to play blocks with Sicily.\u201d\n* Marcus signs, \u201cI played in the sandbox with Billy.\u201d\n* Devon says, \u201cI gave the mouses a cookie, a glass of milk, and a straw.\u201d\n\n**Uses multiple sentences together with correct grammar consistent with his/her home language most of the time.**\n\n* Kinsley says, \u201cI like pizza and ice cream.\u201d\n* George says, \u201cI want to play with my friends in housekeeping. We can make a cake.\u201d\n* Kristin says, \u201cI ran to the sandbox with Billy, and we filled all the buckets.\u201d\n* Jake says, \u201cWhen I am four, I will go to Disneyland.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"f4aa9c1a-50ea-4e98-8f09-b54a7a2a40ef","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f4aa9c1a-50ea-4e98-8f09-b54a7a2a40ef","fullStatement":"Demonstrates early literacy skills that are foundational for the reading process.","humanCodingScheme":"LEL3-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"7eefeaf4-d9c5-40b8-a957-78d9f0b18999","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7eefeaf4-d9c5-40b8-a957-78d9f0b18999","fullStatement":"Listens to and/or responds to a variety of literacy-related experiences with interest and engagement.","humanCodingScheme":"LEL3.1-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:57:38+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Actively participates in storytelling, read alouds, and individual opportunities to hear someone reading.**\n\n* While listening to The Very Hungry Caterpillar Jason asks, \u201cDo caterpillars have teeth?\u201d\n* Christy says, \u201c\u2026caps, caps for sale, fifty cents a cap\u2026\u201d as the teacher reads the story.\n* As the teacher reads Goldilocks and the Three Bears out loud, Michael and several others act out the story line. Demonstrates self-directed interest in the reading process.\n* During free time, Ingrid chooses to join a small group that is listening to a story.\n* Adam claps and smiles when his teacher chooses his favorite book to read.\n* Jacques chooses a Braille copy of the book Ferdinand to explore while he rests.\n* Carrie asked her teacher if she could take several books home to read with her sister.\n* Drew draws pictures of three little pigs and a big bad wolf after hearing the story.\n* Cassidy shows her therapist her favorite page in her storybook and they both laugh at the rabbit jumping high in the air.\n\n**Imitates the act of reading.**\n\n* Chris pretends to read a book to a doll in the housekeeping area.\n* Yolanda chooses to \u201cread\u201d the Daily Message that was written by the teacher earlier in the day.\n* While pretending to be a teacher, Reese \u201creads\u201d the classroom rules to his friend Claire."},{"identifier":"96a29918-a64f-47c0-b2c6-f17dcbbd9158","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/96a29918-a64f-47c0-b2c6-f17dcbbd9158","fullStatement":"Shows interest in and understanding of the basic concepts and conventions of print.","humanCodingScheme":"LEL3.2-4Y","notes":"**Recognizes that print conveys meaning.**\n\n* Nicky recognizes and \u201creads\u201d environmental print (McDonalds, Kroger, K-Mart, etc.).\n* While standing in front of the gerbil cage, Billy points to a label that the teacher posted and says, \u201cThat means gerbil.\u201d\n* Barb points to the words (not the pictures) as she \u201creads\u201d the story using some words as they are written and some of her own words.\n* Marco runs his finger over the braille in the book and says to his friend, \u201cI wonder what that says?\u201d\n* Yolanda points to another child\u2019s name card and says, \u201cAlex.\u201d Demonstrates book handling skills.\n* Damon pulls out a book from the basket and realizes that the book is upside down and backwards. Damon flips it over to the cover and turns it upright before opening the book.\n* Isaiah flips open a book to a random page, glances at the pictures and the text, and quickly turns the book right side up.\n* Erin looks at pages of a known storybook, gently turning the pages one at a time while moving from the front of the book to the back.\n* Piper picks out a favorite book, opens the cover and begins turning the pages while looking at each page from left to right. Demonstrates understanding of some basic print conventions.\n* John points to the text on a page in a picture book and asks, \u201cWhat does this say?\u201d\n* When the teacher turns the page of the big book and asks, \u201cWhere should I start reading this page?\u201d Raelynn comes up and points to the beginning of the text on the page.\n* Landon moves his finger from left to right across a line of print in his favorite book, From\n\n**Head to Toe, reciting \u201cI can do it.\u201d**\n\n* Ashlyn \u201creads\u201d a book, following the print from left to right, and top to bottom.\n* As Nevaeh listens to the book, WOW! School! she points to the exclamation mark and asks, \u201cWhat\u2019s that?\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"5851db29-a517-43ae-87d0-f483d4a8a947","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5851db29-a517-43ae-87d0-f483d4a8a947","fullStatement":"Demonstrates knowledge of the alphabet.","humanCodingScheme":"LEL3.3-4Y","notes":"**Recognizes some letters of the alphabet.**\n\n* Erin recognizes some letters in her name. As she is walking down the hall, she points to the\n* EXIT sign and says, \u201cIs that my name?\u201d\n\n* While placing the wooden signs along his block building, Rudy recognizes the letter \u201cd\u201d in the sign, Do not Enter and \u201cs\u201d in the Stop.\n* When looking at the magnetic letters, Alex picks up the \u201cA\u201d and says, \u201cThat\u2019s in my name.\u201d\n\n**Recognizes some letters and words in print.**\n\n* Jon picks out his name on the computer screen and signs, \u201cThat\u2019s my name.\u201d\n* As Calvin puts his name card under the \u201cI am here today\u201d label, his teacher asks, \u201cDo you have the letter \u2018c\u2019 in your name like Caleb?\u201d Calvin looks at his card and points to the letter \u2018c\u2019 at the beginning of his name.\n* When the teacher asks if someone can find the word \u201csee\u201d in the Daily News, Lesha comes up and points to the word \u201csee\u201d.\n\n**Identifies some known letters of the alphabet in familiar and unfamiliar words.**\n\n* When looking at a book, Becky points to the \u201cB\u201d says, \u201cThat \u201cB\u201d is in my name.\u201d\n* When holding a \u201cJ\u201d magnet letter, Suzy says, \u201cThat letter is in John\u2019s name.\u201d\n* Allie feels the Braille letters on her name card and says, \u201cThat's me\u2026A-l-l-i-e.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:53:35+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"382e3f82-de0b-4555-841e-c7959ef0ee8f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/382e3f82-de0b-4555-841e-c7959ef0ee8f","fullStatement":"Demonstrates emergent phonological awareness, including early phonemic awareness.","humanCodingScheme":"LEL3.4-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:57:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Listens to and identifies different types of sounds.**\n\n* While on the playground Greyson hears the fire truck siren and says, \u201cFiretruck!\u201d\n* While on a class listening walk, Brayden notices the chirping of several birds and says, \u201cI hear birds!\u201d\n* With his back turned to the group of children, Mason listens carefully as a child says to him, \u201cGood Morning, Mason.\u201d Mason squeals, \u201cIt\u2019s Harper!\u201d and turns around to see Harper standing there.\n* While looking at the elephant animal card and the tiger animal card, Willow listens to the sound of a tiger and points to the tiger.\n* Levi listens carefully as he shakes both containers to find the one that contains the jingle bells. As he confirms his selection, he says, \u201cYup. It\u2019s this one! I heard it jingle.\u201d\n\n**Recognizes rhyming words.**\n\n* While using an amplification system to read a book together, the therapist stops and says, \u201c\u201cOh, goat and boat rhyme! They sound the same at the end. Goat, boat.\u201d Emma then repeats, \u201cGoat, boat, goat, boat.\u201d The therapist responds, \u201cYes, goat and boat rhyme\u201d.\n* While reading a poem, the teacher pauses and says, \u201cJill. Hill. Hmm. Do those two words rhyme?\u201d Emmett nods his head up and down and smiles.\n* The teacher asks the children to line up if their name rhymes with the pretend word, \u201cTemma\u201d. Emma quickly stands up, smiles, and begins to line up.\n* While singing the line \u201cone jumped into the pool where it was nice and cool\u201d, Benjamin stops and says, \u201cHey! Pool. Cool. Those words rhyme!\u201d\n\n**Produces a rhyming word.**\n\n* When his early interventionist asked which two words rhyme: /stair, steel, chair/ Liam signs, \u201cstair and chair.\u201d\n* When the teacher says, \u201cOne- two- three, come along to me. What two words rhyme?\u201d,\n\n**Isabella responds, \u201cThree and me\u201d.**\n\n* While reading Dr. Seuss\u2019 Hop on Pop, the teacher asks, \u201cWhat rhymes with \u201cpop?\u201d and\n\n**Aaron responds, \u201ctop.\u201d**\n\n* Jerry plays a game with his name: \u201cJerry, berry, Mary.\u201d\n* T.C. provides a rhyming word at the end of the poem he has not yet heard. \u201cI have a cat whose name is Matt; he has a ball he likes to bat. The other day he wore a ___(hat).\u201d\n* While singing a song with rhyming words, such as The Ants Go Marching One by One, Lane makes up other rhyming words: \u201cThe ants had fun. The ants got none.\u201d Discriminates separate syllables in words.\n* During circle time, Imani claps the three syllables in his classmate\u2019s name, Ol-i-ver.\n* On her turn, Charlotte turns the picture card over and says, \u201ckangaroo\u201d. Charlotte then uses the tambourine to beat out the syllables while saying the word in chunks, \u201ckan-ga-roo\u201d.\n* As Sam stomps out the syllables in the word De-cem-ber, Sam reports that there are 3 syllables in the word.\n\n**Recognizes letter sounds that match.**\n\n* While repeating the tongue twister for the third time, Aiden laughs and says, \u201cMy lips gets tired saying /p/ all the time!\u201d\n* During the Name Game, the teacher sings, \u201cWhere is /L/? Where is /L/?\u201d Luke stands up and sings, \u201cHere I am! Here I am!\u201d\n* During the morning circle David says, \u201cDavid and Danielle both start with the sound /d/!\u201d\n* The teacher shows a collection of various objects and says to the children, \u201cI\u2019m thinking of something that starts with the sound /b/. What could it be?\u201d Lillian points to the banana.\n\n**Makes some letter-sound connections.**\n\n* Gavin sees the letter \u201cD\u201d on a block, points to the \u201cD\u201d and says, \u201cThis is for Daddy.\u201d\n* Maisie says, \u201cMichael, \u2018Mmm\u2019 starts your name, too.\u201d\n* Tatianna says, \u201cMy name starts with a T sound\u201d.\n\n**Identifies some beginning sounds of words.**\n\n* Ashlyn says, \u201cButterfly starts with /b/.\n* When Samantha\u2019s interventionist shows her the letter \u201cs\u201d Samantha says, \u201cMy name starts with /s/.\u201d\n* Caitlyn says, \u201cMy name is like cat, both words start with a /ka/.\u201d"},{"identifier":"a1e39690-6ab6-4cdb-93ac-6322db023397","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a1e39690-6ab6-4cdb-93ac-6322db023397","fullStatement":"Draws meaning and recalls information from pictures, print, and text that is read to them.","humanCodingScheme":"LEL3.5-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:52:54+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Gains meaning from pictures.**\n\n* Alana looks at a poster and signs, \u201cThat\u2019s a dog. He\u2019s brown.\u201d\n* Bryan looks at a picture James drew of his own house and says, \u201cMy house is like yours. It has two windows and a door.\u201d\n* Caroline looks at Skylar\u2019s collage of favorite sea animals, which has several sharks pasted on the paper, and says, \u201cYou like sharks\u201d.\n\n**Uses pictures or illustrations to answer questions, provide descriptions or retell details related to stories, songs and text that are read aloud.**\n\n* The teacher holds up the book Big Red Barn and asks the children what they think the story will be about. Cooper looks carefully at the illustration on the cover and signs, \u201cFarm.\u201d\n* Nina points to characters in a book and recalls, \u201cThis little pig builded a straw house.\u201d\n* Juan smiles as he puts the picture story cards in the right order so that it tells a story.\n* After the teacher reads the first part of A People House, Johann finishes the story by \u201creading\u201d the pictures.\n* Micah looks at the picture on the following page and guesses what will happen next in the story.\n\n**Recalls information and draws simple conclusions from text that is read aloud.**\n\n* After reading the story, The Gingerbread Man, the teacher asks the children to identify some of the characters in the story. Weston recalls the fox and the gingerbread man.\n* As the teacher was reading The Little Red Hen to Luna, the teacher asks her what the problem seems to be in the story. Luna responds, \u201cNobody will help the little red hen.\u201d\n* While her interventionist reads The Polar Express, Amy asks, \u201cWhere is the train going?\u201d\n* While reading the story Jamaica\u2019s Find, the teacher asks the children about how they think the girl who lost the stuffed animal dog might be feeling. Asher responds, \u201cShe\u2019s sad. But\n* Jamaica is happy."},{"identifier":"360b1017-96b0-4b79-8e86-30493f195690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/360b1017-96b0-4b79-8e86-30493f195690","fullStatement":"Tells and retells a story.","humanCodingScheme":"LEL3.6-4Y","notes":"**Acts out main events of a familiar story.**\n\n* Tom is wearing overalls and says, \u201cI\u2019m Corduroy.\u201d\n* Andy puts pegs in a pegboard to build a birthday cake for Frances, just like in the book, A\n* Birthday for Frances.\n\n* LaChelle says, \u201cI\u2019m Goldilocks, you\u2019re the mama bear, you\u2019re the papa bear, and you\u2019re the baby.\u201d\n* Mira and Joey act out Old MacDonald Had a Farm using puppets.\n\n**Uses pictures and illustrations to tell and retell a story.**\n\n* Sevin uses flannel board characters to retell the story, The Three Questions.\n* Logan draws pictures of the big bad wolf blowing down the straw house.\n* Clarence tells a story to his friend Amanda using pictures of animals taken when their class visited the zoo.\n\n**Uses prior experience to help make sense of stories.**\n\n* While the teacher reads Arthur\u2019s Tooth, Meisha points to her mouth where she has lost a tooth.\n* After hearing The Snowy Day, Leandra says, \u201cMy brother and me made snow angels.\u201d\n* Jim tells about his train trip after reading Freight Train.\n\n**Retells a story including many details and draws connections between story events.**\n\n* After hearing the story of Pepe the Bull, Phillip tells the story to the stuffed animals in the quiet area, recalling many details from the story.\n* After reenacting The Three Little Pigs together during circle time, Molly builds three houses in the block area and uses the wolf and pig characters to retell the story.\n* Several friends re-enact the story of Stone Soup in the dramatic play area. Later, on the playground, Ben finds the perfect rock and brings it to the classroom to use when they play\n* Stone Soup again.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:52:33+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"c4ecb7ba-8f0a-48e3-b98b-89a42fa63b50","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c4ecb7ba-8f0a-48e3-b98b-89a42fa63b50","fullStatement":"Demonstrates early literacy skills that are foundational for the writing process.","humanCodingScheme":"LEL4-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"58830b1a-4c2b-42b8-a657-9771618aadf8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/58830b1a-4c2b-42b8-a657-9771618aadf8","fullStatement":"Recognizes that the purpose of writing is communication.","humanCodingScheme":"LEL4.1-4Y","notes":"**Recognizes that oral communications can be represented by written language.**\n\n* In the housekeeping center, Sam uses scribbles and symbols to write down Billy\u2019s lunch order.\n* Luisa \u201crereads\u201d the story she pretended to write, using different words than what she originally used when writing it.\n* Tyler writes a sign naming his block structure. Dictates words to an adult to be written down to convey a message.\n* Tonya asks her teacher, \u201cWill you write, \u2018This is my house?\u2019\u201d\n* When the interventionist offers to write a message on his drawing. Kiley signs, \u201cWrite, \u2018I love my dog.\u2019\u201d\n* Joshua asks his teacher to write a note to his mom. When she asks what she should write,\n\n**Joshua says, \u201cTell her I have been good at school today.\u201d\n\n**Recognizes that once an oral message is written it reads the same way every time.****\n\n* Zaylen recognizes the message written by his teacher on one of his drawings and \u201creads\u201d it to Justin.\n* During circle time the teacher writes the word snow on the chart paper. Later in the day,\n\n**Millie points to the word on the chart and says, \u201cThat says, \u2018snow\u2019.\u201d**\n\n* Tommy hears the teacher point out the sign above the door and say that the word is \u201cExit.\u201d\n* Later he tells his friend Emma, \u201cThat says \u2018exit.\u2019.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:51:24+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"860460ac-3f3e-4b96-9c9c-9e54e65f4b31","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/860460ac-3f3e-4b96-9c9c-9e54e65f4b31","fullStatement":"Produces marks, symbols, letters and/or words to represent ideas.","humanCodingScheme":"LEL4.2-4Y","notes":"**Labels pictures or produces simple texts using scribble writing.**\n\n* On his painting, Waylon uses scribble writing to label the \u201csun\u201d, \u201cflower\u201d, and \u201cbird\u201d.\n* Next to her drawing, Lynley makes several scribble-like marks on her paper and says, \u201cThis says, \u2018I love my cat\u2019.\u201d\n* Tracy makes random marks at the top of the paper, points to the marks and says, \u201cThat\u2019s my name. Everyone will know it\u2019s my picture.\u201d\n* After building \u201cMcDonalds\u201d, Matias makes scribble marks on a small piece of paper, tapes it to a wooden sign, places it at the entrance of his structure and says, \u201cOpen.\u201d\n\n**Labels pictures or produces simple texts using letter-like forms.**\n\n* Andre uses lines and circles to write, \u201cI like pizza.\u201d\n* Sybil draws some circles and squiggly lines, points to the letter-like marks and signs, \u201cdog\u201d.\n* Uses scribble writing or letter-like forms to represent words or ideas.\n* Burton produces small and large shapes that represent writing letters and words.\n* Elena calls out random letters while writing letter-like marks on the edge of her collage.\n\n**Writes recognizable letters.**\n\n* Yo Lee uses a dry erase marker to write the letters z, E, t, o on the mini white board.\n* Liz writes \u2018i\u2019 and \u2018Z\u2019 with chalk on the sidewalk and tells a friend, \u201cI wrote my name!\u201d.\n* Valerie copies the word \u201czoo\u201d that her teacher wrote to create a label for her block building.\n\n**Writes familiar words.**\n\n* Amy places her name card next to the paper and writes \u201cM- Y- A\u201d as she signs in upon arrival.\n* While decorating a birthday card for his brother, Karem writes \u201clove\u201d in the middle of the heart.\n* When writing her name on the Taking Turns List at the Sensory Table, Sofia also writes the name of her friend, turns to her friend and says, \u201cAva, I wrote your name, too.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"ca797ce1-c59c-46c4-8a17-e58f63e9c6f9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ca797ce1-c59c-46c4-8a17-e58f63e9c6f9","fullStatement":"Explores the physical aspect of writing.","humanCodingScheme":"LEL4.3-4Y","notes":"**Uses tools for writing and drawing.**\n\n* Kim uses a stick to draw a picture in the sand.\n* Tyler uses markers to draw.\n* Dora uses a pencil to make marks on paper.\n\n**Experiments with different ways to grasp writing tools.**\n\n* Carlito picks up a pencil with a fist grasp.\n* Rosa picks up the pencil with the weighted holder and grips it with four fingers.\n* Hans uses a pencil with a finger-grasp.\n* Crystal grasps a paintbrush at the easel.\n\n**Adjusts body position when writing.**\n\n* After painting a picture at the table, Caleb moves to a comfortable position to write his name.\n* Jose moves from lying on the floor to a table so that he can write more easily.\n* Andrea places the pencil in her right hand to write her name.\n\n**Adjusts paper position when writing.**\n\n* Alexander moves the paper so he can write on it more easily.\n* Miquel holds the paper with his non-writing hand to help keep it in place while writing on it.\n* Jennifer asks for a clipboard to put her paper on while writing a letter to her mom in the reading center.\n\n**Shows awareness of the directionality of print on a page when writing (top to bottom, left to right).**\n\n* Julie places stickers from left to right on her paper.\n* Using two fingers, Jimmy traces the letters of his name, starting with the letter \u201cJ\u201d and ending with the letter \u201cy\u201d.\n* Randall writes the first two letters of his name left to right, then writes the third letter in the bottom left-hand corner of the page.\n* While finger painting, Dareen writes each letter of his name in the correct order, moving from left to right.\n* Nicolas begins to make a list of friends in his class. Nicolas writes his name at the top of the paper. Then, moving from the top of the paper towards the bottom, Nicolas writes three more names, one underneath the other, using letters and scribbles.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"fd21cf54-b0ed-4378-bb6e-301178ee1d55","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fd21cf54-b0ed-4378-bb6e-301178ee1d55","fullStatement":"Mathematics","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"e163b7d8-3ad2-46e5-b67c-5146710a979a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e163b7d8-3ad2-46e5-b67c-5146710a979a","fullStatement":"Demonstrates mathematical concepts and skills during play and other activities.","humanCodingScheme":"M1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"331d9954-c591-4d39-ab5c-89589e4c132e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/331d9954-c591-4d39-ab5c-89589e4c132e","fullStatement":"Demonstrates understanding of counting and cardinality.","humanCodingScheme":"M1.1-4Y","notes":"**Rote counts in sequence to 5 and beyond.**\n\n* During a game Benjamin copies an adult who says, \u201cOne, two, three!\u201d\n* Olivia signs 1, 2, 3, 4, 5, 6 in the correct sequence as the children sing a counting song.\n* Yandi counts out loud correctly, \u201cOne, two, three, four, five\u2026\u201d\n* Andre counts out loud, \u201cOne, two, three, four, five, six, seven, eight, nine, ten!\u201d as Emily runs and hides under the ladder on the playground.\n\n**Recognizes that a single object is always \u201cone\u201d regardless of size, shape, and/or other attributes.**\n\n* Reagan says, \u201cThere is one big rock and one little rock.\u201d\n* When her therapist asks, \u201cShow me one block\u201d Kendra nods at a single block.\n* Steven points to a single puzzle piece, a block, and a small ball, and says \u201cone\u201d each time he points to the object.\n\n**Keeps one-to-one correspondence between counting words and objects (one number word for each object) for small groups of objects.**\n\n* Cami sets the table so that each person gets one napkin and one plate.\n* Evan counts each paper he places in each of the four cubbies.\n* Adam points to each of the animal figures arranged in a line and says a counting word for each.\n* Sophia notices crayons scattered across the table and begins counting them, picking each one up, saying a number name, and placing it on her paper as she counts.\n\n**Accurately counts a set or sets of objects to 5 and beyond and answers the question \u201chow many\u201d.**\n\n* When the teacher asks Willow to count the number of bears she has arranged in a line,\n\n**Willow points to each bear and counts, \u201c1, 2, 3, 4.\u201d When the teacher then asks Willow how many bears she has, Willow pauses and then responds, \u201cThree?\u201d**\n\n* Samantha points to the swings and says, \u201cOne, two, three. Three children are on the swings.\u201d\n* Mykala counts 4 blocks balanced on top of each other and signs to her friend, \u201cFour.\u201d\n* At snack time, Colton counts the number of straws piled on the table and says, \u201cThere are five straws.\u201d\n* Elian asks Caleb how many beads he has strung on his two ribbons. Caleb pushes both ribbons so that they are side-by-side and counts the beads on one ribbon and then the other. \u201cOne, two, three, four, five, six.\u201d He reports to Elian, \u201cI have six beads!\u201d\n* After rolling the die, Anthony counts out four beans. He then rolls the die again and counts out two beans. Last, he pushes both sets of beans together, counts all of the beans and says out loud, \u201cNow I have six!\u201d.\n\n**Effortlessly states the number of objects in a small collection of 1-4 items without counting.**\n\n* Shanesha looks briefly at the plate of two crackers and immediately communicates the quantity by indicating there are two crackers.\n* When asked how many blocks are on the carpet, Adrian holds up three fingers without counting the blocks.\n* Aki rolls the die and calls out, \u201cFour!\u201d without counting the pips on the die.\n* When the teacher shows the class a picture of four flowers, Isabella quickly holds up 2 fingers on one hand and 2 fingers on the other to communicate that there are four flowers.\n\n**Compares two sets of 1-5 concrete objects and uses language such as more, less, or same as to describe the comparison.**\n\n* Liam places 5 two-colored counters in a cup, shakes them, and then spills them onto the work mat where he sees 4 yellow counters and 1 red counter. He exclaims, \u201cYellow won! It has more.\u201d\n* Jay has a set of yellow beads and a set of red beads. When asked which set has more, Jay pairs one red bead with a yellow bead until he runs out of red beads to pair. \u201cThe yellow group has more because there\u2019s still some left!\u201d\n* Tamika counts the number of rocks she has and then counts the number of rocks her friend has. \u201cFive and five. You have the same as me.\u201d\n* The teacher places 5 counters onto one plate and 3 counters onto another plate, then places both plates on April\u2019s wheelchair tray and asks which plate has less. April uses her head wand to point to the plate with 3 counters.\n\n**Recognizes and identifies some numerals.**\n\n* The teacher shows Madison a set of cards, two of which have the numeral 3 on them.\n\n**Madison slides one card with the numeral 3 over to the other numeral 3 card, creating a match.**\n\n* When the teacher asks for a volunteer to find the number 5 on the song chart, Kelly points to \u201c5\u201d in the title, 5 Little Bubbles.\n* Nicki sees the numeral 2 on the cash register and says, \u201cThat\u2019s two.\u201d\n* Sitting in her wheelchair near several numerals written in chalk on the ground, Ava rolls from numeral 3 and calls out \u201cOne!\u201d as she stops on numeral 1.\n\n**Scribbles, marks, or writes numerals on the paper to represent a number or quantity.**\n\n* As Emily takes the restaurant order, she makes squiggly marks on her pad of paper and states, \u201cThat\u2019ll be three dollars.\u201d\n* Amir draws a picture of a birthday cake and attempts to write the numeral 4 while stating, \u201cI\u2019m four.\u201d\n* Using a pencil with a built-up grip, Lu writes the numeral 2 while working in the writing center.\n* Royce stamps three animals onto his paper and then writes a backwards 3 on his paper.\n\n**Uses math language to express quantity in everyday experiences.**\n\n* Myra tells her friend, \u201cLook, there are two cookies left.\u201d\n* While playing outside, Saveem and Crystal count the number of jumps it takes to move from one area to another.\n* Moshe accurately counts each scoop of sunflower seeds she pours into the container.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"646216dc-99f0-42ae-9c61-2adce4a8e600","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/646216dc-99f0-42ae-9c61-2adce4a8e600","fullStatement":"Identifies and uses common shapes and concepts about position.","humanCodingScheme":"M1.2-4Y","notes":"**Recognizes and names some basic shapes.**\n\n* While playing Shape Bingo the caregiver calls out \u201ccircle\u201d. Kenniah points to the circle on his game board and uses the game piece to cover it up.\n* When the therapist asks Sammy which hole the square block should go in, Sammy puts the square block in the correct hole.\n* Jeremiah chooses the card with the outline of several different triangles, places playdough along the sides of the large triangle and says, \u201cI\u2019m making triangles.\u201d\n* While looking at the screen with several circles, triangles and squares, Alisha points to each shape and says its name. Describes and compares the characteristics of basic shapes using descriptive and geometric language.\n* When asked what she notices about the triangle, Skylar responds \u201cpointy\u201d.\n* \u201cThis triangle is tall and this triangle is fat.\u201d says Abigail as she moves shapes on the tablet.\n* Wyatt places all of the squares in one group and all of the circles in another group. When the teacher asks about how he decided to sort the shapes, Wyatt responds, \u201cThese are all round. These are like a box.\u201d\n* Samuel says, \u201cThe square has four sides. The triangle has three.\u201d\n\n**Combines and separates 2D and 3D shapes to make other shapes or designs.**\n\n* Shelby adds two rectangular unit blocks and three triangular shaped blocks to the castle he is building in the block center.\n* Ellie selects several shapes and glues them onto her paper, creating a \u201crobot\u201d.\n* Eric plays with a friend at the Flannel Board, where two triangles are placed together to make a square. Eric removes one of the triangles and says, \u201cNow we have a triangle\u201d.\n* Looking at a card that shows 4 colored squares arranged to make a rectangle, Angel arranges similar colored squares to duplicate the same rectangle.\n* After using pattern blocks to create a geometric design, Savannah removes the blocks from the work mat and begins to use the same shapes to make a different design.\n\n**Completes simple puzzles.**\n\n* Cary picks up the last puzzle piece by the knob and places it in the correct space.\n* Elise completes the five-piece shape puzzle with circle, square, oval, rectangle and triangle shapes.\n* Taylor and Maria take turns putting together 10- and 12-piece interlocking puzzles.\n\n**Identifies the shape of objects in the environment.**\n\n* While playing the I Spy the Shape game, Shayla says, \u201cI see a rectangle. It\u2019s the door!\u201d\n* Amanda points to the library window and signs, \u201csquare\u201d.\n* Julie tears a corner of the construction paper and communicates, \u201cLook! A triangle!\u201d\n* On the playground, Grayson carefully steps onto each square paver saying, \u201cYou can only step on the squares. Otherwise, you\u2019ll fall into the fire!\u201d\n\n**Identifies parts of a whole.**\n\n* When the speech therapist shows Juan a picture board with a variety of photos and asks, \u201cWhich of these is part of an apple,\u201d Juan points to the apple slice.\n* Curt says, \u201cThis piece belongs to the cat puzzle.\u201d\n* Shawna tells her caregiver that she needs the top to the paint container. Demonstrates knowledge of the relative position of objects.\n* Hector puts his hands on his head in response to a movement song.\n* The teacher says, \u201cShow me the one on the bottom,\u201d and Damon points to the correct object.\n* When asked, Kayla goes and gets the book that has fallen under the table.\n* After volunteering to be one of the five ducks, Louis stands next to Owen as requested by the teacher.\n\n**Uses words that indicate directionality, order and position of objects.**\n\n* While singing \u201cGoing on a Bear Hunt, Harper mimics the teacher\u2019s movement for \u201cover\u201d, \u201cunder\u201d and \u201caround\u201d.\n* After listening to his teacher read Rosie\u2019s Walk to the class and being asked to name one place Rosie traveled, Oscar points to cards on his communication board to indicate that\n\n**Rosie walked under the beehive.**\n\n* Caleb says, \u201cOh no! The ball went over the fence.\u201d\n* Camila looks for the missing puzzle piece, finds it and says, \u201cFound it! It was behind me!\u201d\n* Tran says to Serenity, \u201cI want to go first this time.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"44a775f7-2174-4a35-9d63-950c0be6093c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/44a775f7-2174-4a35-9d63-950c0be6093c","fullStatement":"Uses the attributes of objects for comparison and patterning.","humanCodingScheme":"M1.3-4Y","notes":"Describes objects by one or more attributes.\n* Abigail covers the glue on the paper with sequins and says, \u201cThey are so sparkly!\u201d\n* Marco says, \u201cThat\u2019s a big blue triangle.\u201d \n* Aubrey is playing in the block area and tells her friend, \u201cThese blocks are red but these blocks are blue\u201d as she points to the blocks on one shelf that has red blocks and then another shelf that has blue blocks laying on it.\n* Carter\u2019s teacher asks him to describe a picture he is holding up. Carter responds, \u201cThe birds have wings and the dogs have legs.\u201d\n\n**Matches objects.**\n\n* Digging through the collection of beads, Edie matches a red bead to an identical red bead and puts them aside.\n* Playing a lotto matching game, RoShonda matches the circle shape object to the picture of the circle shape on the game board.\n* Natalie tosses the beanbag with a photo of a red strawberry pinned to it and it lands on the matching picture of a red strawberry that\u2019s taped to the floor.\n* Holding a toy motorcycle figure in one hand, Jaxon reaches into the mystery bag, feels each object and then pulls out the same identical motorcycle figure.\n\n**Sorts and classifies objects by one or more attributes.**\n\n* Tamara digs through the collection of differently colored jewels and picks out all of the green jewels.\n* William gathers all of the doll house bedroom furniture and puts them in one room of the doll house, leaving other types of furniture in the other rooms of the doll house.\n* Skylar places all the red stars in a box and all the blue ovals in another box.\n* Nora sorts a collection of random rocks into three groups: those that are shiny, those that are flat, and those that are bumpy.\n* Myra places pennies in one cup and nickels in another cup. \u201cI put all of the silver ones in this cup\u201d, Myra says as she points to the cup with the nickels.\n* Holding another seashell, Easton looks at the three groups of shells and decides to place it with the \u201cround\u201d shells.\n\n**Recognizes, duplicates and extends simple repeating patterns.**\n\n* Ashley makes a bracelet using green, red and yellow beads by copying the green, red and yellow bead pattern in a picture.\n* When walking down the hallway, Desiree says, \u201cIt\u2019s Red, blue, green, Red, blue, green on the floor.\u201d\n* Colton picks a pattern card and reads it out loud, \u201cDog, cat, cat, sheep, Dog, cat, cat, sheep, Dog, cat, cat, sheep.\u201d Colton then picks up a dog figure and places it next to the card to continue the pattern.\n\n**Creates original patterns that repeat.**\n\n* When building a zoo in the block center, Chance and Joshua use cubes and blue stones to make a decorative pattern around the outside of the zoo.\n* Using blocks to make a road for his cars, Gregory designs a pattern by repeating square, triangle, rectangle until the path ends.\n* When selected to create the next body movement pattern, Paisley chooses to clap, then tap her nose, then touch her head. The rest of the class joins in, as Paisley continues to repeat those three movements.\n* When hooking the plastic links together, Lindy creates a color pattern and says to her caregiver, \u201cThis is Red, blue, yellow, Red, blue, yellow, Red, blue, yellow.\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"490f9770-e78e-40ad-a6b5-e60e30d8b8bb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/490f9770-e78e-40ad-a6b5-e60e30d8b8bb","fullStatement":"Describes and compares measurable attributes of objects.","humanCodingScheme":"M1.4-4Y","notes":"**Compares and/or orders objects using attributes of length, weight and size.**\n\n* As Kyle and Chris stand next to each other, Kyle says, \u201cI\u2019m taller!\u201d\n* Placing the two balls next to each other, Juan says, \u201cThe green ball is bigger than the blue ball\u201d\n* Alexander puts the shiny rock on one side of the bucket balance and the black rock on the other side of the balance. The balance tips down and Alexander says, \u201cThe black rock is heavier!\u201d\n* Kaisar lines up three crayons on the table, from shortest to longest.\n* Ashanti stacks the nesting rings by size.\n\n**Uses tools to explore measurement.**\n\n* Amy pretends to measure the length of her block road with a tape measure.\n* Philip counts the cups of sand it takes to fill the bowl.\n* Jarred places objects on each side of the balance scale, adding and taking off objects to alter the balance of the two sides of the scale.\n\n**Explores, compares, and describes length, weight or capacity using nonstandard units.**\n\n* Andre pours water from a small cup to a large cup.\n* Tamika uses teddy bears to measure the side of a table and signs, \u201cNine bears long.\u201d\n* John places objects on each side of the balance scale and says, \u201cThis truck weighs five blocks.\u201d\n\n**Shows awareness of simple time concepts.**\n\n* LaShonda says, \u201cIn the morning we get up.\u201d\n* Cory says, \u201cAt night it gets dark.\u201d\n* Kimmy says that she is in school for a long time until Mommy gets off from work. Demonstrates understanding of the sequence of events and relative length of time associated with some common activities.\n* Angelica says, \u201cAfter lunch we go outside.\u201d\n* When he arrives, Kyle arranges the pictures on his visual schedule in order to show his activities for the morning.\n* Lucia says, \u201cTomorrow is our stay home day [Saturday] and I get to watch TV.\u201d\n* Angela tells Chaya, \u201cHurry up! We only have this much time until Clean Up!\u201d indicating a small amount of time with her hands.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"a60959c7-b9f1-4f23-9cb2-12ca62f1a958","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a60959c7-b9f1-4f23-9cb2-12ca62f1a958","fullStatement":"Physical Education","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"51ad1584-acfd-4625-9211-e56f2350ea5b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/51ad1584-acfd-4625-9211-e56f2350ea5b","fullStatement":"Demonstrates gross and fine motor skills.","humanCodingScheme":"PE1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"25839524-4a8c-4fb8-9326-5c9592987764","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/25839524-4a8c-4fb8-9326-5c9592987764","fullStatement":"Performs a variety of locomotor skills with control.","humanCodingScheme":"PE1.1-4Y","notes":"Demonstrates spatial awareness of body position in relationship to stationary objects.\n* Dimitri moves his wheelchair through the classroom without bumping into anything.\n* Bob crawls through the tunnel and then runs to the swings, while avoiding bumping into the slide.\n* Mary completed an obstacle course by hopping inside a hula hoop, crawling under a rope, and running to a cone at the end without bumping into the equipment.\n\n**Walks with control.**\n\n* Corey walks backwards for a short distance before turning around.\n* Maria uses her gait trainer to move around the classroom and building.\n* Diego walks with long strides and swings the arm that is opposite of the leg that is extended, copying how his teacher is walking.\n* Martha walks heel-to-toe following the crack in the sidewalk.\n\n**Runs with control.**\n\n* Luis runs at a steady pace.\n* Cari runs with even strides and swings the opposite arm from the leg that is extended. As she swings her arms, she keeps them close to her body.\n\n**Climbs, jumps, and/or hops with coordination, balance, and control.**\n\n* Alice climbs to the top of the playground climber using the ladder stairs and placing one foot on each step as she climbs.\n* Adrian watches a friend tiptoe across the balance beam. Then, Adrian tiptoes halfway across the balance beam and jumps off.\n* Jerry pretends to move like a frog by jumping with both feet across the circle time rug.\n* Brian hops several times on his right foot and then several times on his left foot.\n\n**Experiments with galloping and skipping.**\n\n* The interventionist demonstrates galloping around the playground. Mila and Jason imitate his movements.\n* Akoia gallops with smooth movement and relative ease.\n* LaChelle skips two times but reverts to galloping across the gym floor.\n\n**Uses quick stops or changes in direction to avoid contact with objects or other people.**\n\n* Martin runs around a friend going the other direction on the playground.\n* Sam stops his wheelchair abruptly in line to keep from bumping into Sarah.\n* Brittany starts, stops, and turns when running to avoid crashing into things.\n* Jimmy turns corners and avoids obstacles while riding a tricycle.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"2962d1dd-f8db-4f69-9133-ef5df525cdcf","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2962d1dd-f8db-4f69-9133-ef5df525cdcf","fullStatement":"Performs a variety of non-locomotor skills with control and balance.","humanCodingScheme":"PE1.2-4Y","notes":"**Executes movements that require a stable base.**\n\n* Jose sits in a chair and raises his foot to put on a sock without falling over.\n* Penelope holds onto her walker and balances on one foot.\n* Camilla catches a large ball with two hands and traps it against her chest.\n* Jacob stands still and aims as he throws the dart ball at the Velcro target.\n\n**Pushes, pulls, twists, turns, bends, balances, stretches, sways and/or swings limbs with coordination and control.**\n\n* Marrisa turns to chat with a friend over her shoulder while pushing a toy truck back and forth on the carpet.\n* Zachary and Todd imitate their caregiver doing twisting and pulling exercises during small group time.\n* Lasheeka bends forward in her wheelchair to touch her ankle.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"e882abbb-f79c-43f3-aff9-cfbfb667c697","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e882abbb-f79c-43f3-aff9-cfbfb667c697","fullStatement":"Combines a sequence of several motor skills with control.","humanCodingScheme":"PE1.3-4Y","notes":"**Walks up and down stairs with alternating steps.**\n\n* Donte walks up and down the stairs, putting the same foot forward, one step at a time on the way to the library.\n* Shirley walks up the stairs using alternating feet.\n* Adam alternates feet while walking down stairs without holding onto the handrail.\n\n**Explores a variety of movements.**\n\n* Barbara moves her arm in different directions as she pulls the rope over the ground to make it form different shapes.\n* Liam tears off small pieces of tissue paper and then glues them on the construction paper.\n* Josh follows a friend around the room, copying the movements he observes as he waves the scarf to create patterns and shapes in the air.\n* Standing at the water table in her gait trainer, Sally pulls her hands in different directions, watching how the ripples in the water go different directions.\n* Harper threads small beads onto a red pipe cleaner and then asks for help to attach it to her wrist.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"c258d57d-9328-4c2d-955b-edfbc9e4d2b3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c258d57d-9328-4c2d-955b-edfbc9e4d2b3","fullStatement":"Performs fine motor movements and tasks using eye-hand coordination.","humanCodingScheme":"PE1.4-4Y","notes":"**Explores and manipulates objects in a variety of ways.**\n\n* Billy stacks small blocks to make a wooden tower.\n* At the sand table, Mykala fills cups using spoons and shovels.\n* Taylor puts bristle blocks together and builds structures.\n* Andy pulls his shoelaces tight after putting his sneakers on his feet.\n\n**Uses tools.**\n\n* Margaret hits nails and pegs with a wooden hammer.\n* Keshon uses a spoon and a fork at lunchtime.\n* Amelia presses a switch on the tray of her wheelchair to make the bubble maker blow bubbles.\n* While using scissors, April snips and makes jagged cuts around the picture she\u2019s cutting out of a magazine.\n* Yolanda draws and colors using chubby crayons, jumbo markers, and pencils with big grips.\n* After lunch, Sukie puts toothpaste on her toothbrush and brushes her teeth.\n\n**Exhibits strength and control when performing fine motor skills.**\n\n* Claire rolls small bits of clay into balls, rolls them to make \u201csnakes,\u201d and then smashes them flat.\n* Cecilia uses a rolling pin, cookie cutters and a wooden hammer when working with clay to make a rabbit.\n* Rudy snaps the snaps on a dressing board.\n* Craig uses a paper punch and stapler to make a book.\n* Luis uses a child-sized pitcher to pour juice into cups with minimum spilling.\n\n**Performs tasks using hands with skill and precision.**\n\n* Nora puts small wooden beads on a string to make a necklace.\n* Jill controls the movement of a marker to create shapes and letters.\n* Bo buttons and zips his clothes and attempts tying his shoes.\n* After watching her teacher cut along a line, Nina cuts on or close to a line.\n* Sarah paints a picture of her family, paying close attention to the shape of the eyes, nose and mouth.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"eed735ba-99d5-40a1-b27e-7802ae84b3f4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eed735ba-99d5-40a1-b27e-7802ae84b3f4","fullStatement":"Science","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"1aab958e-d2eb-46b0-834b-759fcc024549","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1aab958e-d2eb-46b0-834b-759fcc024549","fullStatement":"Demonstrates scientific ways of thinking and working (with wonder and curiosity).","humanCodingScheme":"S1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"eda285bc-ddb2-489e-9bfd-368f47e347b5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eda285bc-ddb2-489e-9bfd-368f47e347b5","fullStatement":"Observes and compares observable phenomena (objects, materials, plants, animals, and events).","humanCodingScheme":"S1.1-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:58:18+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Uses many senses to examine objects with attention to detail.**\n\n* At the science center, Jessica sniffs the containers to try and guess the identity of objects from the smell.\n* Louise shakes sound boxes and listens for differences in sounds.\n* Diedra points to the stripes on a blue fish and on an orange fish swimming in the aquarium and makes the sign for \u201cline\u201d to communicate her observation to her teacher.\n* Sam reaches in the \u201cfeeling\u201d box and signs \u201cpencil\u201d.\n* Justin tastes the sugar cube and tells the teacher that it is sweet. Describes properties.\n* Looking through the microscope, Manuel states, \u201cThis butterfly\u2019s wings have hair.\u201d\n* Micah tells Ms. Amber that Casey, the classroom rabbit, is soft.\n* Jackie and her teacher spend time looking at the trees on the playground. Jackie points to one and stretches out her arm so that her hand is above her head to indicate that one of the trees is very tall.\n* Melissa digs through a collection of acorns, rocks, and twigs. She holds up a pebble and reports, \u201cLook! This one is pointy.\u201d\n* Clint says, \u201cThe green caterpillar has a black stripe. It has lots of legs. It\u2019s longer than my finger. It tickles.\u201d\n\n**Collects items with similar properties.**\n\n* Ashanti collects insects from the playground and puts them each in a separate magnified bug box to observe during the day before returning them back to the playground.\n* After a class nature walk, Tim gathers all the stones he picked up and puts them together on the science table.\n* Camila carefully selects leaves of various sizes, colors and shapes and places each in her collection bag.\n\n**Observes similarities and differences.**\n\n* Mateo looks at some clover under a microscope and then looks at some grass under a microscope. When asked, Mateo points to a color chart to indicate that both the clover and the grass are green.\n* After using the light table to examine brightly colored pictures of shapes, Jeff points and says, \u201cThis one is red. This one is blue. They are both round.\u201d\n* As Tracy sorts the collection of rocks, she holds up a sparkly rock next to the pile of other sparkly rocks, pauses to compare, and then places it in the sparkly pile.\n* Adam tells how two different insects are alike (wings, body shape, etc.) after using the computer to look at an insect website opened by the teacher.\n\n**Observes how objects, plants and animals are influenced by other objects or forces.**\n\n* Angie tells Ms. Pat that, \u201cThe freezer made the water be ice.\u201d\n* \u201cThe sun makes the ice melt,\u201d adds Shelby.\n* Kianna tells the teacher, \u201cOur guinea pig hid because he didn\u2019t like the thunder.\u201d\n* Noah tells his friend Allen, \u201cWe can\u2019t go outside to play. The rain made it all wet.\u201d\n* Gloria shows her teacher that the magnet can pick up the paper clips."},{"identifier":"7456e2db-108a-49f9-b1de-5a1a19d3d66f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7456e2db-108a-49f9-b1de-5a1a19d3d66f","fullStatement":"Uses a variety of tools to explore the environment.","humanCodingScheme":"S1.2-4Y","notes":"**Uses non-standard tools to explore the environment.**\n\n* Evan uses blocks to measure his friend\u2019s height.\n* Tessa explores with a paper tube to magnify her voice.\n* At the water table, Magda experiments with an eggbeater to make bubbles.\n\n**Uses standard tools to explore the environment.**\n\n* Omar uses tweezers to explore the sunflower and its seeds.\n* Caitlyn takes the magnet around the room to see what objects can be picked up.\n* Misty and Damon take turns using a magnifying glass to see details on a leaf.\n* Jamaria uses the talking balance scales to compare the weight of blocks of different sizes.\n* Trent takes the binoculars to the window to look at the birds.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"9fa1547b-7716-4068-a8f3-68c703f6e9ad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9fa1547b-7716-4068-a8f3-68c703f6e9ad","fullStatement":"Uses aspects of the scientific process to learn about the world.","humanCodingScheme":"S1.3-4Y","notes":"**Asks simple scientific questions.**\n\n* \u201cWhat\u2019s that?\u201d asks Devon pointing to the snail in the fish tank.\n* While looking at the webpage about bugs with his caregiver, Andrew asks, \u201cWhere\u2019s his mouth?\u2019\u2019 as he points to a fly on the screen.\n* Blaise asks, \u201cWhy do leaves fall off trees?\u201d\n* D\u2019Shawn asks what will happen to the bulb when it is planted under dirt.\n* \u201cHow can we get it to go farther?\u201d Lucas asks Sidney as they use a marble and some blocks in the block area to make the marble roll.\n\n**Makes predictions.**\n\n* Sari squeals, \u201cIt\u2019s gonna fall!\u201d as Ariel adds one more block to the top of the very tall tower. \n* When asked if the rice being poured from one container to another would fit, Isaac pushed the \u201cNo\u201d switch on his wheelchair tray.\n* Looking at the various items in the tub, Sage picks up the large turkey baster and says, \u201cI bet\n\n**I can move the water with this!\u201d**\n\n* Before dropping the nail in the water, Luis says, \u201cI think that it\u2019ll go all the way to the bottom.\u201d\n* Conner\u2019s teacher asks the class to vote on which substance they think will dissolve a candy heart. Conner thinks carefully about the options and puts his name next to the choice, \u201chand sanitizer\u201d.\n* \u201cIt needs to be taller. That\u2019ll make it work.\u201d Sidney predicts as she and Lucas wonder how to make the marble roll farther.\n\n**Conducts simple experiments.**\n\n* When the interventionist asks Kyra what she thinks is inside the Mystery Box, Kyra reaches into the box, feels the object carefully and signs, \u201cPinecone. It\u2019s sticky.\u201d\n* David places several droplets of green liquid in the clear dish on the light table, adds several droplets of red liquid, then looks closely at the liquid as he mixes the two together.\n* Ahmand puts two scoops of sand in his cup, carefully covers his pumpkin seeds and says, \u201cI think it\u2019ll grow in sand.\u201d\n* Simone waves the magnetic wand over an assortment of several objects and notices that the cotton ball and the seashell do not stick to the wand.\n* Lucas and Sidney stack two more blocks on top of the existing stack of blocks and replace the long board, creating a steeper slope. \u201cNow let\u2019s see if the marble will go farther!\u201d Lucas says as Sidney drops the marble at the top of their ramp.\n\n**Observes results from simple experiments.**\n\n* After Kiyonna opens one of the lima beans she soaked in water, she uses a magnifying glass and carefully looks at the little leaves inside the opened bean.\n* While exploring with water and objects, Taneka states, \u201cThe penny sinks. The toothpick floats.\u201d\n* As the teacher carefully removes the container of water they placed in the freezer the day before, Gregory excitedly says, \u201cI knew the water would turn to ice! It freezed!\u201d\n* Lila exclaims, \u201cIt turned orange!\u201d as she mixes a dropper full of red colored water and a dropper full of yellow colored water into the cup.\n* Lucas and Sidney watch the marble intently as it rolls down the ramp and across the floor of the block center. \u201cYes!\u201d exclaims Lucas. \u201cLook how far it went!\u201d says Sidney.\n\n**Records and communicates observations through a variety of means.**\n\n* Grace draws a picture of the bug in her bug box.\n* Shawn counts the \u201csinking\u201d objects and tells his friend, \u201cI have 3!\u201d.\n* Mario puts rocks and corks on a graphing mat to show what floats and what sinks.\n* Benjy uses the digital camera to photograph the turtles he sees on the field trip to the local pond.\n* After visiting the dairy farm, Amad drew a picture in his journal and used some letters of the alphabet to label the cow, udder, and milk.\n* Lucas excitedly reports to the teacher, \u201cIt worked! The marble went really far this time!\u201d\n\n**Sidney adds, \u201cAt first it only went here\u201d, pointing to a spot on the floor. \u201cNow it went here!\u201d, pointing to the edge of the block shelf further away.**\n\nDraws conclusions based on observations.\n* After mixing paint, Mike says, \u201cYellow and blue makes it green.\u201d\n* While observing a horse drink from a bucket during a field trip, Maisha announces, \u201cThat horse gets thirsty and drinks water just like me.\u201d\n* After checking on a flower plant that he watered the day before and the one that did not get watered, Kareen draws a picture of the flower plant he watered in his journal, and using some letters, writes, \u201cwater.\u201d\n* After dropping several objects in a tub of water, Kara tells her friend, \u201cThe cork will float.\n\n**It\u2019s not heavy.\u201d**\n\n* Running toward a small mound of snow that stands in the place where she helped build a snowman the day before, Dora says, \u201cThe sun came out and the snowman melted.\u201d\n* When the teacher asks Lucas and Sidney why they think the marble rolled so far, Sidney states, \u201cBecause we made it taller!\u201d pointing to the blocks they stacked to create a steeper slope.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"3edb0421-eb4a-40d5-a295-5905bacc718d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3edb0421-eb4a-40d5-a295-5905bacc718d","fullStatement":"Social Studies","CFItemType":"Domain","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Domain","identifier":"d5b9b0f4-7993-488e-8460-821889c33952","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/d5b9b0f4-7993-488e-8460-821889c33952"}},{"identifier":"31d246b0-afac-4abb-b61e-47104f67f70c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/31d246b0-afac-4abb-b61e-47104f67f70c","fullStatement":"Demonstrates knowledge of the social and physical environments in which they live.","humanCodingScheme":"SS1-4Y","CFItemType":"Standard","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Standard","identifier":"003379ca-ffb1-4398-952f-07f94b376cc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/003379ca-ffb1-4398-952f-07f94b376cc7"}},{"identifier":"a03ce12d-ea6c-488f-9d8b-824c7fc01a83","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a03ce12d-ea6c-488f-9d8b-824c7fc01a83","fullStatement":"Differentiates between events that happen in the past, present, and future.","humanCodingScheme":"SS1.1-4Y","notes":"**Recognizes the beginning and end of an event.**\n\n* When the clean-up song begins, Emma looks up at the teacher and then begins singing along as she stops the art activity she was working on and puts the scissors back into the bin.\n* When the music stops, Chris sits back down on the carpet.\n* Mykala claps at the end of a song.\n* When William finishes his crackers and juice, he throws away his trash and then tells a friend, \u201cI\u2019m done! Let\u2019s go to the Art Center.\u201d\n\n**Recalls information about the immediate past.**\n\n* At the end of the day the teacher asks Eddie what he liked most about the day. Eddie responds, \u201cPainting at the easel.\u201d\n* During reflection time after free play, Bethany recalls, \u201cI was building with the blocks and\n* Kyra knocked them down.\u201d\n\n**Recognizes family and/or classroom events that happened in the past.****\n\n* When the teacher asks Clarice about the doll she brought from home, Clarice replies, \u201cThis is my mommy\u2019s doll. She played with it when she was a baby.\u201d\n* Shavon points to a photo of his mom in an Army uniform and says, \u201cMy mom was in the\n\n**Army and now she came back home.\u201d**\n\n* Pointing to the project work hanging on the wall, Amelia says, \u201cI remember when we did that! I made a huge bubble with the straw.\u201d\n\n**Considers how people, other living creatures and physical features of objects in the environment change over time.**\n\n* Noah excitedly reports to others, \u201cLook at my plant! It got big!\u201d\n* \u201cThere\u2019s no leaves on the tree,\u201d Leia comments when looking at pictures of her house in the summer and in the winter.\n* Ava points to Jayden\u2019s baby photo and asks him, \u201cIs that you?\u201d\n* Ellie listens to her teacher tell a story about when she went to preschool as a little girl and asks, \u201cWere you four like me?\u201d\n* After working on the same block structure for the second day, Wyatt exclaims, \u201cWow! Now it really looks like a castle.\u201d Describes or represents two or three events in the correct sequence.\n* Sarah tells about a trip to McDonalds that she remembers, saying \u201cI ate chicken nuggets and climbed on the toys.\u201d\n* Mario\u2019s teacher sits with him to discuss what he did during morning\u2019s center time. He chooses pictures for three centers and places them on his picture board in the order that he visited each: first technology, then blocks, then sand and water.\n* Lee says, \u201cAfter circle time we have work time, then lunch.\u201d\n* Using the flannel board pieces, Adria acts out the story, The Three Little Pigs, in the correct order.\n\n**Uses some general terms related to the elements of time.**\n\n* \u201cToday is preschool day,\u201d says Conner.\n* Avery says to a friend, \u201cLet\u2019s feed the babies now.\u201d\n* Andre says, \u201cTomorrow I am going to the zoo.\u201d\n* When the morning meeting draws to a close, Miguel looks at the picture schedule posted on the wall and says, \u201cCenters are next.\u201d\n* Addison asks the teacher, \u201cDo we go outside after Rest Time?\u201d\n* Nicole says, \u201cOn cartoon day I\u2019m going to Grandma\u2019s house.\u201d Describes activities and/or events that are planned or typically happen a short time ahead/in the near future.\n* Jaxon points to the picture of the playground on his communication board and the teacher responds, \u201cYes, you\u2019re right! We will go to the playground after we clean up.\u201d\n* \u201cAfter lunch we will sing songs,\u201d says DaJun.\n* As Max arrives, he tells the teacher, \u201cI\u2019m going on the bus home.\u201d\n* Max tells a teacher, \u201cI can\u2019t wait \u2018til my birthday!\u201d","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:50:24+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"28adb8c0-84e2-49d5-aa7a-e4207541444f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/28adb8c0-84e2-49d5-aa7a-e4207541444f","fullStatement":"Identifies important physical features in the environment and uses them to describe and navigate surroundings.","humanCodingScheme":"SS1.2-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:58:58+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Recognizes and/or describes characteristics of familiar places.**\n\n* Ryan looks carefully for a blue crayon that is the color of his home.\n* Running onto the playground, Abby points to the cement path and says, \u201cThis is where we ride our bikes.\u201d\n* Dominick says, \u201cThere\u2019s finger paint in the art center and a dump truck in the block center.\u201d\n* Steven tells his friend at preschool about the playground in his neighborhood by describing what he likes to do there.\n* Sofia suggests adding \u201cmoney\u201d, a \u201ccash register\u201d and \u201cpizza boxes\u201d to the class list of things they need to make a pizza restaurant.\n\n**Recognizes and/or uses objects to represent familiar places.**\n\n* Cory puts house and store shapes on the flannel board.\n* Jamal uses a \u201cWhere are we chart\u201d (chart shows activities locations), by moving a symbol to the place where he is going next.\n* Tameka uses blocks and signs to represent her street and home.\n* Paisley draws a large yellow \u201cM\u201d, cuts it out, puts it on her building and says, \u201cI made Mcdonald's.\n\n**Shows interest in using geographic tools such as maps, globes, charts, and compasses.****\n\n* Caleb and Kyra drive their cars and trucks on the \u201croad map\u201d rug in the block center.\n* Angie asks her friend, \u201cWhere do we live?\u201d when looking at the globe.\n* Sylvia shares a compass her Dad used on a camping and hiking trip during small group time.\n* Ben shows his teacher where the block area is on a drawing the teacher made of their classroom.\n* Phillipe and Marcus drew a treasure map chart after hiding several toy dinosaurs in the block center."},{"identifier":"593d6ae3-19a3-4380-ac16-f6d4fcce722a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/593d6ae3-19a3-4380-ac16-f6d4fcce722a","fullStatement":"Shows an awareness of fundamental economic concepts.","humanCodingScheme":"SS1.3-4Y","notes":"**Recognizes that sometimes there are not enough toys or materials for everyone.**\n\n* \u201cI want to ride that,\u201d says Clinton, pointing to the tricycles that are all taken on the playground.\n* Anthony says to the teacher, \u201cI want to play with the car, but Mark has it.\u201d\n* Joe passes out milk cartons and begins to cry when he sees that there are not enough for every child to have one.\n\n**Trades objects with someone else.**\n\n* In the Art Area, Mason says, \u201cGive me the red crayon and I\u2019ll give you this green crayon.\u201d\n* Rashonda says, \u201cI\u2019ll let you play with my truck if you give me the firefighter\u2019s hat.\u201d\n\n**Recognizes that money is used to purchase things.**\n\n* Elizabeth says, \u201cI got a dollar for my birthday. I\u2019m going to buy a new book.\u201d\n* In the housekeeping center, Brian plays \u201cgrocery store\u201d with Mykala and uses play money and the cash register as they \u201cbuy\u201d groceries.\n* \u201cWe get ice cream there,\u201d says Travis pointing to the familiar picture of an ice cream shop in his neighborhood. \u201cYou have to give them dollars.\u201d\n* Tara gives John two \u201cdollars\u201d and John gives her the ball while they are shopping in a pretend play store.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:32:49+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"826050b6-ef3f-48ed-8008-513b11a487df","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/826050b6-ef3f-48ed-8008-513b11a487df","fullStatement":"Contributes as a member of the classroom community or group by following rules.","humanCodingScheme":"SS1.4-4Y","notes":"**Follows routines that have been explained to them.**\n\n* As the teacher greets Oliver holding up 3 pictorial greeting cards, Oliver chooses the Elbow\n\n**Bump greeting and greets his teacher accordingly.**\n\n* After the teacher points to the picture illustrating the 3 steps to follow for feeding the class pet, Toby begins with the first step.\n* Max finishes at the computer, looks at the Turn Taking List with the teacher, and then gets\n\n**Sarah for her turn on the computer.**\n\n* Pedro cleans up when finishing an art activity.\n\n**Follows rules with reminders and practice.**\n\n* After talking about the need to slow down as she moves around the room, Michelle\u2019s therapist watches her practice rolling her wheelchair slowly around the classroom so she doesn\u2019t bump into things.\n* As Ryker talks to the class, Khloe begins to talk. The teacher reminds Khloe to \u201cUse your listening ears.\u201d and Khloe begins to listen again.\n* When Oscar notices his friend playing in the block area, he jumps up and starts to leave the art area. When his teacher signs \u201cClean up,\u201d Oscar returns to the art area, puts the materials away, and then goes to the block area to join his friend.\n* Owen illustrates what \u201cwalking feet inside\u201d looks like for the class as he walks to line up at the door and then walks back to the carpet.\n* As Elie walks with the scissors to the table she says to the teacher, \u201cI\u2019m being safe.\u201d Describes rules that are important in different settings or situations.\n* Sue says, \u201cI have to use my inside voice in the room.\u201d\n* Jillian says, \u201cGrandma doesn\u2019t make me rest after lunch.\u201d\n* While the children are lining up to go on the playground, Isabella announces, \u201cNo running!\n* We can only run on the playground.\u201d\n\n**Follows rules appropriate for the situation with limited guidance.****\n\n* Nina uses outside play equipment appropriately with little supervision.\n* Cami leads the line to the outside door of the building, stops and waits for her teacher.","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-03T02:49:54+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"}},{"identifier":"69227472-cd2f-4046-ad3e-64224782ae40","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/69227472-cd2f-4046-ad3e-64224782ae40","fullStatement":"Demonstrates understanding of roles and relationships within families and the community.","humanCodingScheme":"SS1.5-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:59:09+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Name family members and their relationship to self.**\n\n* Cami brings in a family photo and \u201cintroduces\u201d each family member during sharing time.\n* When asked to draw a picture of his family, Juan draws his mom, dad, and sister.\n* Dante says, \u201cI live with my daddy and my brother.\u201d Describes own role and the roles of others in own family.\n* Belinda says, \u201cI have to pick up my toys before I go to bed.\u201d \n* Julie says, \u201cI am the sister at my house.\u201d\n* While setting the table in dramatic play, Misha says, \u201cI have to put the forks and napkins on the table at my house.\u201d\n* Adam says, \u201cMy daddy cooks supper and mommy washes the dishes.\u201d\n\n**Identifies similarities and differences between roles and relationships within one's own family with other families.**\n\n* While listening to the book Families, Families, Families, Mia responds excitedly, \u201cI have a stepbrother, too!\u201d\n* Jayla tells Ahmad that her sister reads stories to her and is amazed that Ahmad does not have a sister.\n* Kareem tells Annie, \u201cMy mom waters the plants, just like your mom!\u201d\n* Dante says, \u201cI live with my daddy and my brother. Ari lives with his nana.\u201d\n\n**Recognizes that different people have different roles and jobs in the community.**\n\n* In the dramatic play area, Caroline picks up the briefcase and says, \u201cI\u2019m going to work.\u201d\n* When seeing a firefighter in uniform, Felicia says, \u201cThe fireman puts out fires.\u201d\n* Caleb puts on a lab coat and gives his stuffed animal a pretend shot and band aid.\n* Micah tells his teacher about his Daddy\u2019s work and what he does there.\n* As Karen passes out mail from the classroom mailbox, she says, \u201cMail for delivery!\u201d"},{"identifier":"ef5748af-0158-406b-9404-2eae3c7031db","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ef5748af-0158-406b-9404-2eae3c7031db","fullStatement":"Identifies and respects similarities and differences among familiar people and their cultural traditions.","humanCodingScheme":"SS1.6-4Y","CFItemType":"Benchmark","language":"en","lastChangeDateTime":"2025-04-02T16:59:36+00:00","CFItemTypeURI":{"title":"Benchmark","identifier":"809ba3fe-1080-4e31-a68c-a6fc1a42e2c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/809ba3fe-1080-4e31-a68c-a6fc1a42e2c0"},"notes":"**Describes characteristics of oneself.**\n\n* Isabella says, \u201cI have lots of red hair.\u201d\n* While working on his self-portrait, Elijah asks for the brown marker so he can color his eyes brown.\n* \u201cWatch me! I can run really fast\u201d, says Harper as she bolts onto the playground.\n* Jalen tells Ms. Linda, \u201cI can pick up my baby sister. My Dad says I\u2019m strong.\u201d\n* Olivia draws a picture of a strawberry and a slice of pizza on the \u201cMy Favorite Foods\u201d page in her All About Me book.\n\n**Identifies and respects similarities and differences between self and others.**\n\n* Nicole notices that Molly\u2019s skin is brown.\n* Jenny says, \u201cMy eyes are blue and your eyes are brown.\u201d\n* \u201cFranklin likes pizza. I do too,\u201d says Cari.\n* Kimmy says, \u201cI have blue eyes and my brother has blue eyes.\u201d\n* Jack says, \u201cEddie rides in a wheelchair and I walk. We both go to the playground though.\u201d\n\n**Recognizes that people identify their gender differently.**\n\n* Yolanda says, \u201cI\u2019m a girl like Mommy.\u201d\n* Cindy says, \u201cOnly girls can come into the treehouse.\u201d\n* \u201cI\u2019m a girl,\u201d says Emily, \u201cand Chen and Isaac are boys.\u201d\n\n**Recognizes and respects that people differ in their cultural traditions such as language, dress, food, and other aspects of their lives.**\n\n* Arriving in the morning, Tasha tells her Mom that Carlos speaks Spanish.\n* Melissa sings, \u201cHola\u201d and \u201cJambo\u201d during the \u201cHello\u201d song.\n* Bentley states, \u201cWe do that at my house\u201d during a story about a traditional celebration.\n* As Rosa\u2019s grandmother makes guacamole with a small group of children, Jackson says, \u201cWe don\u2019t make that at my home.\u201d\n* Mitch says, \u201cEduardo says uno, dos, tres. I say one, two, three.\u201d\n* Bryce signs, \u201cI love you.\u201d to his mother as she leaves. 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