PREK PROGRESS REPORT: 4 to 5 YEARS OLD

Social Emotional Development – Connecticut Preschool Curriculum Framework (CPCF)

Grade-Level Expectations

Sustain attention to teacher-directed task for at least 15 minutes

Makes transitions and follows routines/rules when given signal

Independently expresses desires or feelings, both positive and negative, using words

Demonstrates empathy and caring for others

Beginning to work/play cooperatively with peers

Refers to self by first and last name

Identifies self by gender

Seeks help from peers or adults

States at least two ways in which children are similar

States at least two ways in which children are different

Listens and responds when appropriate during group activities (SES Goal)

Mathematics - State Department of Education – Connecticut Prekindergarten Curriculum Standards

Framework	Grade-Level Expectations
1.1	Sort and classify familiar objects by a single attribute (size, shape and color)
1.1	Recognize, copy, extend and create simple AB patterns using objects
2.1	Represent quantities of up to 20 objects in a set
2.1	Compare two sets of up to 20 objects, and identify which set is more, less or the same
2.1	Identify the ordinal position of objects: first and last
2.1	Explore a whole and half of an object
2.2	Count by rote to at least 20
2.2	Count as one more object is added to a set of up to 20 objects
3.1	Identify and describe familiar shapes: triangles, squares, rectangles, and circles
3.2	Describe location, direction, and position of objects using terms such as under, over, inside, next to, near, and in front of
3.2	Complete simple shape and jigsaw puzzles and explain the reasoning used to complete the puzzle
3.3	Sequence events and describe time periods using terms such as morning, afternoon, night, yesterday, today and tomorrow
4.2	Describe real graphs using comparative language such as more, less, most, least and the same
SES Goal	Identify numbers 1 – 10
SES Goal	Write numbers 1 – 10
SES Goal	Order 9 objects from shortest to tallest

English Language Art - State Department of Education – Connecticut Prekindergarten Curriculum Standards

Grade-Level Expectations – Reading and Responding

Demonstrate book awareness, e.g. hold book upright, turn pages from front of book to the back, and scan pages from top to bottom and left to right

Orally produce rhyming words

Identify spoken words with similar initial sounds

Identify letters of the alphabet [at least 25 out of 52 letters – SES Goal)

Recognize high-frequency words in isolation. [12 preK sight words – SES Goal]

Create pictures that represent thoughts from read-aloud or shared readings

Make predictions

Answer “who,” “what,” “when,” “where,” “why” and “how” questions about the characters, setting, plot, theme, and conflict, in a story

Identify the characters in a story

Attend to a speaker or reader during group activities

Follow simple verbal one- and two-step directions

Use complete sentences with at least five words

Share personal experiences

Print first name

Recognize at least 10 letters sounds (SES Goal)

After listening to a story, child will retell the basic story line (CPCP)

Science - State Department of Education – Connecticut Prekindergarten Curriculum Standards

Framework	Grade-Level Expectations
PK.1.a.	Use simple tools (e.g. balances and magnifiers) and nonstandard measurement units to observe and compare properties of objects and materials
PK.1.a.	Conduct simple tests to determine if objects roll, slide or bounce
PK.2.a.	Use the senses and simple tools to make observations of characteristics and behaviors of living and nonliving things
PK.2.a.	Give examples of living things and nonliving things
PK.3.a.	Identify the season that corresponds with observable conditions (e.g., falling leaves, snow vs. rain, buds on trees or greener grass)
PK.4.a.	Make judgments about the best building materials to use for different purposes
SES Goal	Identify and name at least 9 colors

Social Studies - State Department of Education – Connecticut Prekindergarten Curriculum Standards

Framework	Grade-Level Expectations
1.4	Place familiar objects in appropriate geographical locations (e.g., bed in a bedroom, slide on playground)
1.5	Investigate one’s impact on the immediate environment (e.g., why we need to keep litter off the ground)
1.6	Describe different means of transportation one has experienced
1.7	Follow classroom rules with prompts
1.7	Explain some reasons for classroom rules
1.8	Work collaboratively to develop classroom rules (with adult prompting and guiding)
1.9	Dramatize roles of authority figures (e.g., firefighter, police officer)
1.10	Participate in discussions related to the benefits of sharing
1.12	Dramatize the difference between purchasing and selling items
2.5	Represent geographic or community locations using classroom materials (e.g., use blocks to build a school, draw a picture of one’s house)
3.1	Identify basic emotions in self and others
3.3	Participate in teacher-led discussion to generate solutions to classroom problems or situations

Physical Development

Grade-Level Expectations

Demonstrates competence that combines large muscle movements with equipment: ride a tricycle with control; throw/catch a ball (CPCF)

Uses eye-hand coordination to successfully perform fine-motor tasks: holds paper with one hand and accurately cuts along straight line using opposite hand (CPCF)

Recognizes a variety of nutritious foods (CPCF)

Independently puts on jacket and zips it (SES)

Creative Development – Connecticut Preschool Curriculum Framework (CPCF)

Grade-Level Expectations

Creates simple constructions to represent own ideas (e.g. rolls play dough into three balls to make a snowman) (CPCF)

Creates complex representations (draws body with head, trunk, arms, legs and adds details with colored pencils) (CPCF)

Participates in creative movement and dance

8/23/10 - Older