Introduction As a Reggio inspired school, we know that when children are fully engaged and invested in their learning process they are also meeting the New York State Standards for Preschool Education.  We are developing this area of the RPNS Website to help parents and the community to better understand these standards and how our emergent curriculum meets and exceeds them.  In an editorial in Education Week’s annual Quality Counts report (January 5, 2006), James Comer, professor of child psychiatry at Yale University, observed.... “The movement for standards-based education has had a powerful impact on policy and practice.  But it has done little to address the primary mission of schools — the preparation of the young for success in childhood, adolescence, and adult life.  To function adequately across the life span, children and youth need formative experiences that aid their growth and development along the physical, social-interactive, social-emotional, moral-ethical, linguistic, and cognitive pathways. Indeed, academic learning is not an isolated capacity, but an aspect of development.  The two are inextricably linked and mutually facilitative." ”Through the developmental process, children must gain the capacities to regulate and control their aggressive energies and emotions, express themselves in constructive ways, manage tasks, negotiate and solve problems, get along well with others, and more.  Students who are developing well overall are more likely to perform well academically.  Most students who are underperforming in school are in fact underdeveloped." ”The standards movement focuses primarily on teaching subject matter, on achievement outcomes as measured by test scores, and on accountability sanctions;  it does not stress development.  So the attention of the entire education enterprise — preparatory institutions, practitioners, students, parents, and policymakers — has been riveted on academic-achievement outcomes, not on developmental issues.  Thus, despite a large body of research showing the connection between development, learning, and desirable behavior, supporting development continues to receive inadequate attention, in the preparation of educators as well as in education practice.” The entire editorial can be found at: http://mail.ccie.com/go/eed/954 . At RPNS, we are fully aware of the research and we focus our attention on children and their development.  In so doing, we have discovered that not only can we meet the learning standards, we can do it in a way that optimally supports our children’s development. NYS Standards for reading, writing, listening and speaking: Standard 1 – "Students will read, write, listen and speak for information and understanding WRITING What students write for information and understanding: Pictures and drawings Lettters of the alphabet Numbers Dictate words, phrases that explain a picture, lists and labels, names of persons,  places, things Progress indicators that demonstrate competency: Copy words, signs Dictate stories Dictate data, facts, ideas gathered from personal experiences Use graphics (pictures) to communicate information Create a portfolio (book) of informational writing and drawing (with teacher assistance) Create a drawing, picture, sign to represent a word or concept Follow left to right and top to bottom when writing Use classroom resources to support the writing process (teacher, peers, pictures, dictionaries, books) READING What students read for information and understanding: Picture books, dictionaries, classroom displays, charts, posters, picture maps, signs, labels Experience charts How-to books Alphabet books Progress Indicators that demonstrate competency: Locate and use classroom resources to acquire information Begin to collect data, facts and ideas Interpret information represented in pictures, illustrations, charts and webs Recognize and interpret familiar signs and symbols from the environment Draw on prior experience to understand new facts, data and ideas Distinguish between print and pictures Distinguish between letters and words Follow left to right and top to bottom when holding a book Locate parts of a book Recognize and identify letters of the alphabets Recognize own name and the names of friends and family in print Begin to recognize letter/sound correspondence (phonetic awareness) Recognize that words consist of a combination of sounds (phonemic awareness) Use computers to get information about a particular topic (with adult assistance) LISTENING Listen for data, facts and ideas in, for example: Circle time, group discussions, dramatic play, block building, table toys, art projects Listen in order to: Identify words on a chart Acquire information Follow directions involving a few steps Identify and respond to environmental sounds that provide information such as the fire alarm Identify similaries and differenes in information about people, places and events Listen respectfully and responsively Attend to a listening activity for a specified period of time Avoid interupting Respond with expression appropriate to what is being heard SPEAKING   Speak to share data, facts and ideas in dramatic play, group discussions, circle time, table toys, art projects Report on projects, research and share information from field trips, classroom projects Speak in order to: dictate information, report information to peers and adults, connection information from personal experience to information gained from classroom projects Retell more than one piece of information in sequence Share observations from classroom, home or community Ask questions to clarify topics, directors or classroom routines Respond verbally to questions and directions Use appropriate visual aids ( pictures, puppets, books, projects,) to illustrate a point when sharing information Respond respectfully Use age-appropriate vocabulary Take turns speaking in a group Speak in age-appropriate sentences Stay on topic Speak audibly Speak with expression appropriate to the occasion   ACTIVITIES ACROSS THE DOMAINS OF LEARNING FOR STANDARD 1   Language Development – reading and writing Enjoys and values reading Listens to stories being read Participates in storytime interactively Chooses to read on own Comprehends and interprets meaning from books Imitates act of reading in play Predicts what will happen next Acts out stories in play Retells the stories including many details Uses emerging reading skills to make meaning from print Uses illustrations to guess meaning of print Demonstrates knowledge of the alphabet Recognizes a few/many letters by name Shows knowledge of how print works Knows each spoken word can be written down Understands purpose of writing Imitates act of writing in play Understands there is a way to write to convey meaning Uses scribble writing and letter-like forms Writes recognizable letters, especially those in own name Uses letters that represent sounds in writing words Language Development – listening and speaking Understands and follows oral directions One-step directions Two-step directions More than two-steps in directions Answers questions Answers simple questions with one or two words Answers questions with a complete thought Answers questions with details Asks questions Asks simple questions Asks questions to further information Asks increasingly complex questions to further own understanding Actively participates in conversations Responds to comments and questions from others Responds to others comments with a series of exchanges Can initiate and sustain a conversation with at least four exchanges Uses words and expanded sentences Uses simple sentences of 3-4 words to express wants and needs Uses longer sentences of 5-6 words to communicate Uses more complex sentences to express ideas and feelings STANDARD 2: Students will read, write, listen and speak for literary response and expression   Ccompetencies in literary response and expression that are developing as children are learning to read:   Comprehend, interpret and respond to imaginative texts and performances Engage in prereading and reading activities Select books and tapes on personal interest or criteria such as themes/topics/projects Make connections between personal experiences and stories read Connect a picture or illustration to a story Predict what might happen next in a story Draw conclusions from a story Identify characters, settings, and events in a story Retell a story Distinguish between what is real and what is imaginary Dramatize or retell a story using props Draws or constructs and then names what it is Ddraws or builds a construction that represents something specific Plans then creates increasingly elaborate respresentations   Competencies in literary response and expression that are developing as children are learning to write:   Dictate imaginative, original stories Create a story with a beginning, middle, end using pictures, drawings and some words Express feelings about a character in a story Describe characters, settings, events List a sequence of events in a story Retell a story using words and pictures Identify the problem and solution in a simple story Competencies in literary response and expression  that are developing as children are listening:   Listen to imaginative texts and performances in order to appreciate and enjoy literary works Match pictures and spoken words Recall sequence of events from a personal experience or story Identify character, setting, plot Respond to vivid language; nonsense words Participate in story time interactively Retells a story including many details and draws connections between story events Competencies in literary response and expression that are developing as children are speaking:   Speaks to present imaginative texts Role Plays Dramatic Play Circle Time Group Discussion Individual conversations Speaks in order to engage in conversation with others about books, pictures and experiences Describes actions in a story Asks for information Recites poems, finger plays, stories Uses a variety of words to express mood in a story Rhymes STANDARD 3: Students will read, write, listen, and speak for critical analysis and evaluation   Conpetencies in critical analysis and evaluation that children are developing as they are learning to read:   Classify, explain and evaluate ideas, themes and experiences from texts and performances Engage in pre-reading and reading activities in order to identify what they know, what they want to know and what they have learned (KWL) about a a specific story, theme, or topic Use illustrations to understand a topic Anticipate what will happen next Predict the outcome of a story Change the sequence of events in order to create a different ending Get information that pertains to a project they are working on (research Competencies in critical analysis and evaluation that children are developing as they are learning to write:   Dictate in order to show what they know, what they want to know and what they have learned in a project Respond in pictures to information in a project Describe the differences between real and imaginary events Interpret representations Imitates the act of writing during play Understands that there is a way of writing that conveys meaning Is learning to use letter sounds to convey written meaning (invented spelling) Competencies in critical analysis and evaluation that children are developing as they are listening:   Listen for differences of opinion in circle time, small group time Role playing Listen in order to form an opinion Judge books Recognize differences in two books about the same story Competencies in critical analysis and evaluation that children are developing as they are speaking:   Speak to express own opinions during circle time Speak to share what they know Express an opinion about a story, picture or information they have learned in a project Dramatize a story Brainstorm to create an experience chart Ask questions Answer questions Give information for project documentation STANDARD 4: Children will read, write, listen and speak for social interaction   Social competencies that children are developing as they learn to read: Share reading experiences to establish, maintain, and enhance a personal relationship with another person Respect cultural traditions of the writer Recognize the vocabulary of social communication Social competencies that children are developing as they learn to write:   Write with a partner in a cooperative venture Write (dictate) letters to others using salutations and closings Social competencies that children are developing as they are listening   Listen to others with respect Listen to notes, letters and other narratives to get to know that person Listen to tone of communication Listen for demonstration of feelings of others Social competencies that children are developing as they are speaking:   Speak to establish, maintain and enhance person relations Have conversations Dramatic play Role play Work cooperatively with one or more children Successfully enter a group and play cooperatively Maintains an ongoing friendship with at least one other child Accepts compromise from another Suggestions a solution to solve a problem Engages in negotiation to reach a compromise Identifies and labels own feelings Is increasingly able to manage own feelings Asserts own needs and wants without being aggressive Initiates and extends conversations for at least four exchanges Share stories, anecdotes, riddles and rhymes with others NYS Standards for Mathematics: I.  Numbers and Operations A. Students will develop an understanding of      numbers, ways to represent numbers,     relationships among numbers and the number     system        Progress Indicators that demonstrate competency: 1.  uses manipulatives to create, combine and     separate sets                 2.  draws simple conclusions and makes                     statements about numerical attributes of sets                 3.  classifys various items or events and explain                     why 4.  role plays about numbers 5.  shows an understanding of more,less,equal to, greater     than etc 6.  counts and tracks items during play and classroom routines 7.  uses written numerals to represent spoken numbers 8.  begins to represent parts of the whole 9.  imitates counting behavior (may not always get the number sequence corrct) 10. counts 1-5 and then 1-10 knowing that the last number represents the amount in the group 11. uses one to one correspondence to to compare two groups (distributing snack, cups, napkins, etc.)   Activities in the Mathematics Domain: Sort and classify objects Recognize likenesses and differences Group common objects based on specific criteria to make sets Count objects One-to-one correspondence (distributing napkins, cups, crackers at snack) Recognizing numbers Naming and identifying basic shapes Measure using non-standard and standard tools Exploring capacity (sand table, water table) Estimate and predict outcomes Recognize, identify and create patterns Comparing relationships Figuring out how to distribute 20 cookies Using timers Marking birthdays and holidays Tallying the answers to a question Using a geoboard to demonstrate shapes   B.  Students will develop an understanding of the meaning of addition and subtraction Progress Indicators that demonstrate competency:         1.  uses counting in play              2.  uses one to one correspondence when counting and                  distributing items              3.  connects and understands the relationship of add to and                  take away with concrete materials     C. Students will develop an understanding of      predictions and estimation     Progress Indicators that demonstrate competency:   1.  makes estimates of numbers of items in group and checks self by counting 2.  notices when one of a group is out of place 3.  notices similarities and differences 4.  uses comparative words such as taller than, closer, the same as, more than when describing quanitity 5.  wonders what will happen when… 6.  can predict what will happen when blocks are stacked too high, too much liquid is poured into a container 7.  can talk about ‘if I, then…’ 8.  can guess about amounts within a container 9.  can count to check the prediction 10. uses non-standard measuring device to predict how big or long or tall something is. Example, uses walking steps to judge how long a space is or arms to guess how big a tree trunk is in circumference II.  Patterns, qualitative and quantitative       properties A. Students will develop an understanding of patterns and relationships   Progress Indicators that demonstrate competency:        1. sorts objects by attributes     2. sorts, classifies, orders and regroups by size, number,           color and other properties     3. recognizes simple patterns and can extend the     4. creates and builds own patterns     5. uses auditory means to represent patterns – rhymes, songs, chants B. Students will recognize and analyze quanititative and qualitative properties   Progress Indicators that demonstrate competency:   1. describes objects in terms of mathematical words:     bigger/smaller, more/less, heavier/lighter 2. shows positional relationships: top, middle, inside when building or drawing    C.  Students will understand Geometry   Progress Indicators that demonstrate competency:    1.  names, matches and identifies basic geometric shapes 2.  compares and uses a variety of materials to create geometric shapes 3.  begins to understand how geometric shapes are used in the environment 4.   uses geoboards to create own geometric shapes 5.   understands location, position and spatial relationships                          a.  describes relative position of objects – near, far                       b.  demonstrates ideas about direction and distance                  c.  describes spatial relationship using representational materials 6.  uses visualization and spatial reasoning to solve problems      a. recognizes shapes in the environment and describes location                  b. solves puzzles by manipulating shapes                  c. recreaes geomatric shapes using spatial memory   III.Measurement    A.  Students understand that items can be measured   Progress Indicators that demonstrate competency:                     1.  anticipates a series of events within the daily schedule            2.  compares and orders objects according to attribugtes            3.  uses non-standard tools to measure            4.  compares and uses the attributes of length, width, volume, weight, time and area – may not use these specific words   B. Students participate in activities that involve measurement   Progress Indicators that demonstrate competency:           1. cooking          2. makes comparisons          3. uses sand or water to measure capacity of containers          4. notices similarities and differences           5. shows awareness of time concepts          6. demonstrates understanding of present, past, future          7.  associates events with time-related concepts          8. recognizes some standard measurement tools (tape measure, measuring cup / spoons)   IV. Information Gathering and Probability   A. Students formulate questions and collects, organizes and displays relevant information to answer questions   Progress Indicators that demonstrate competency:             1. poses questions and gathers data            2. sorts and classifies data and communicates information            3. participates in creating and using graphs with concrete materials and pictures   B. Students understands that predictions can be made – what will happen next   C. Students use computer with adult help to gather information   D. Students use the idea of uncertainty – cause and effect, generates a rule from one learning experience and uses it in the next   V.  Money   Progress Indicators that demonstrate competency:   A. Students know names of some coins B.  Students can recognize the use of money C.  Students can role play scenarios where money is used   VI. Technololgy   Students recognize various items and what they are used for:   Progress Indicators that demonstrate competency:   1.  computer 2.  tape recorder 3.  video recorder 4.  digital camera 5.  analog camera 6.  CD player 7.  record player 8. tape player   Activities in the technology domain: Using a computer to get information from the internet Taking pictures Listening to stories on a tape recorder Listening to music on the radio Using ramps, wheels and pulleys Making inventions with recyclable materials Using the light table to explore transparent items Exploring how tools work – eggbeaters, can openers etc.   NYS Standards for Science   A. Students will  use scientific inquiry and investigation to:   1. Identify problems Obtain and use evidence to construct explanations 2.  Pose questions, seek answers and develop solutions   Evaluate outcomes of investigations Discuss different points of view Propose solutions Communicate information 3.  Progress indicators that demonstrate competencies:   Observe, investigate and ask questions about the environment Collect, describe and record data Compare, contrast and classify objects and events Use equipment for investigations Make and verify predictions Activities in the Science Domain: Comparing height or weight Making graphs Observing an item and dictating or writing observations Describing similarities and differences between humans, animals and plants Cooking Learning about the human body Asking questions for information Planting seeds Making different kinds of houses Life cycles of animals and plants The weather and how we accommodate it Physical changes that take place when we mix paint, paint with water and watch it disappear, sinking and floating, day and night, seasons, NYS Standards for Social Studies   A. Students will  apply the skills of communicating, sharing and cooperating with others who have similar and different perspectives   1. work with others, take turn speaking, share ideas and participate cooperatively in joint activities 2. participate in the classroom community by formulating and following class rules 3. identify similarities and differences among him/herself and others   B. Students will  begin to understand time, change and continuity and to relate past events to their present and future activities   1.  identify routines and common occurrences 2.  categorize time using words such as today, tomorrow and next time 3.  identify changes in environment such as growth in plants, substitutions of equipment 4.  identify cause and effect relationships   C. Students will develop a growing understanding of position in space, geographical location and direction   1. identify common areas in the home and the school environment – office, kitchen, bathroom etc. 2. produce block buildings and drawings to represent home, school and neighborhood 3. use words to indicate relative position such as near, far, under, over   D. Students will recognize the contributions of community workers as they produce goods or provide services   1. identify a variety of community workers and their roles in the community   E. Students will  understand that all people have basic needs   1.  identify food, clothing and shelter as essential to everyone’s survival   Activities in the Social Studies Domain: Moving from parallel play to associative play to more cooperative play Understanding turn taking and simple games in a group or with one other child Using developing language to negotiate interactions and establishing personal relationships during play, i.e. finding ways to connect block buildings and deciding roles in dramatic play Including peers in play Learning that aggressive play is not acceptable Attaining self-regulatory behavior Linking experiences from home to school, the community and the world Playing games like ‘Chutes and Ladders’ to begin mapping skills Marking shadows and noting how and why it changes Recycling Discussing changes in the environment caused by storms, fire, garbage, trees cut down for roads and buildings