With teacher assistance, identify a yes or no question to ask multiple peers, recording on a yes or no chart or clipboard. The Illinois Early Learning Project Web site is a source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois. Accessible View . Funded by the Illinois State Board of Education (ISBE). Respond to simple questions stated orally with appropriate actions. Use appropriate vocabulary for location during play activities (e.g., in conversations, use terms such as near and far, overand under). Where does your Grandma live? Other child: In Chicago. First child: Do you go see her there?). Distinguish two or three letters from two or three numerals. Solve simple math problems (e.g., know that if one child is added to the group that makes one more). Identify the shape of various twodimensional items in the classroom and describe their attributes (e.g., state that a square block has four sides and a triangle block has three sides). Begin to respond appropriately to teacher intervention when not following early childhood environment rules (e.g., stops throwing sand when asked most of the time). Contact IEL online or call (877) 275-3227. Participate in activities that benefit the group as a whole, such as cleaning up after play or watering an early childhood environment plant. With teacher assistance, sing, chant, or recite the alphabet alone or with others. If it does, you might ask the teacher which benchmarks your child is working on. Things to Do While Youre Waiting: Art Works! Compare numerical information derived from graphs to find answers to questions with teacher support as needed (e.g., use information depicted on a chart or graph to describe which classroom games are most popular). With teacher assistance, make sentences more complex by adding modifiers or auxiliary verbs (e.g., I want the sparkly one. He was running.). Compare and describe various objects, identifying at least two of their attributes (e.g., describe different rocks by referring to their size and shape or texture and weight). Participate in a discussion about maps and diagrams. Tel: 217-782-4321; Fax: 217-785-3972; e-mail: infocenter@isbe.net; Web site: http://www.isbe.net. Perform three-step directions stated orally (e.g., Put your paper in your cubby, wash your hands, and come sit on the rug.). Suggest new ideas for play activities and follow through with self-direction and independence. Whats your dogs name?). [This document is a revision of the original guide produced by the Academic Development Institute in 2005. In home language, explain a new discovery or understanding acquired through a play or group experience. Respond to simple questions stated orally with appropriate actions and comments (e.g., Did you remember to wash your hands? and the child says Oh, I forgot! and goes to the sink and washes hands). A bibliography is included. Does your child attend a program that receives Early Childhood Block Grant funding? We had a cake, and she smooshed it all over her face.). Follow simple early childhood environment rules independently much of the time. With teacher assistance, recall important facts from a nonfiction book heard read aloud. Ask an adult for help when needed (e.g., seek out a teacher when another child is being physically aggressive). Begin to increase ability to follow early childhood environment rules and procedures (e.g., accept need to wait when interested in playing at the sand table when it is already full). Demonstrate an understanding of fairness and sharing (e.g., accepts the need to wait for a turn with a toy). Identify differences in styles of music or sounds of musical instruments (e.g., That music is slower. The flute sounds high.). The Illinois Early Learning and Development Standards (IELDS) outlines expectations for children's growth, development, and learning in the preschool and school-age years. District 140 recognizes the responsibility of providing our students with the most current research and best practices available in the field of education. Outdoor Field Trips with Preschoolers: Being There! Demonstrate sympathy and caring (e.g., comfort a friend who has fallen on the playground). With teacher assistance, speak in sentences that use regular plural nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) in speaking. Use language to interact socially with others during various times of the day (e.g., group time, center time, outdoor play, meal time). Make more than one comment related to the topic of the conversation or discussion. Demonstrate the skills of climbing (ladders, playground equipment), hopping (on one foot), and jumping (can jump over objects 4-6 inches high and land on both feet). hb```b``/g`a``gd@ A+s4$0EX $3!kI:v8H]eW2i(b 6g~`WAr("sM 2. This guide is meant to help parents understand that the lessons necessary to meet state learning standards begin in the home. Point to and name most letters in own name. Explore and discuss simple chemical reactions with teacher assistance (e.g., mix substances such as baking soda and water and describe what happens). Illinois Early Learning and Development Standards: Ages 3-5 Years Old 230 items SORT: ITEMS: 1; 2; 3 . Explain that bodies need healthy food to grow, feel well, and have energy to play. Use a variety of visual art materials independently (e.g., get out paper, glue, and scissors to create a collage; get clay, water bowl, and clay tools from shelves and bring to table to work; use digital camera to capture images). Fun at Home with Preschoolers: Lets Measure! I want to be the Mom. Other child replies without looking at her, But you have to be the sister. Use a wider appropriate vocabulary when making measurements, such as small, big, short, tall, empty, full, heavy, and light. Thats a clue that she connects the teams symbol with the team itself. blue. Use a pretend play to represent known or anticipated situations (e.g., reenact a visit to the dentist). Ask teacher to help with using standard measuring tools and figuring out quantities (e.g., use a measuring tape and ask how long the two blocks are). Use the visual arts to depict an event (e.g., draw a picture about something that happened on the playground). With teacher assistance, discuss how the pictures in two books are alike and/or different (e.g., noticing that photographs of real animals are used in one book and drawings are used in another). Discuss one aspect of their environment and then collect relevant information with teacher assistance as needed (e.g., discuss whether trees have buds yet and go outside to check). Follow an early childhood environment rule with teacher reminder. When used as part of the curriculum, the IELDS provide guidance to teachers in early childhood programs to create and sustain developmentally appropriate experiences for young children that will strengthen their intellectual dispositions and support their continuing success as learners and students. With teacher assistance, talk about how the pictures in two books about the same topic are alike and different (e.g., noticing that photographs are used in one book and drawings in another book on the same topic). Descriptors are classroom resources for voluntary use at the local level. hbbd```b`< "H Create movement to intentionally represent something or portray phenomena (e.g., move like a falling leaf, a bird flying, or a ball bouncing). Describe basic topographical features, such as hills, rivers, and roads. Show some awareness of reusing and recycling materials. Identify the emotions of characters in a storybook (e.g., How do you think that made her feel when?). Participate in discussions about how voting works (e.g., that the majority vote wins). With teacher assistance, sort objects into categories (e.g., clothing, toys, food) to gain an understanding of the underlying concepts. The eight-hour day movement (also known as the 40-hour week movement or the short-time movement) was a social movement to regulate the length of a working day, preventing excesses and abuses.. An eight-hour work day has its origins in the 16th century Spain, but the modern movement dates back to the Industrial Revolution in Britain, where industrial production in large factories transformed . Match triangles to triangles, squares to squares, circles to circles, and rectangles to rectangles. Use technology, such as a computer or camera, to aid in investigation, exploration, and scientific inquiry. Recognize environmental print and one or two classmates names (e.g., road signs from a restaurant or a local store). Attempt to create a simple A-B repeating pattern using early childhood materials but without maintaining the repeating pattern (e.g., makes colored marks on the white board beginning with black, green, black, then adds red, green, black, blue, black). With teacher support, provide a reasonable prediction or guess for the outcome of an activity (e.g., predict that the class collected more yellow than red leaves on the nature walk before sorting and counting them). Describe feelings in response to music or art of self or others (e.g., comment that an upbeat song makes him/her feel happy or that he likes the blue paint his friend used). When presented with a visual red-blue, red-blue, red-blue repeating pattern and told do a clap for red and a tap for blue, produce clap-tap, clap-tap, clap-tap with adult assistance. Perform three-step directions stated orally (e.g., Put your paper in your cubby, wash your hands, and come sit on the rug.). During the drive, your 4-year-old may notice a billboard with the logo of her favorite sports team. Describe similarities and differences in physical characteristics between self and others (e.g., comment on characteristics such as hair length, skin color, age, and height). Answer simple questions stated orally with a simple reply (e.g., yes, no). Children will meet 2013 Illinois Early Learning and Development benchmarks at different times. Listen to music representing a variety of rhythms, styles, and cultures. Talk to your childs teacher about how she measures your childs learning and development. With teacher assistance, communicate with another child to determine roles and activities during play (e.g., Teacher: Can you tell your friend that you want to help him build his road? Child: Can I build with you?). Compare human basic needs to those of other living things. Bots Only. Incorporate books into dramatic play, such as reading to a baby doll or stuffed animal. By law, its comprehensive services must be aligned with the IELDS. Show appreciation for music through body language and facial expressions (e.g., clap when a favorite song is played). Making and Keeping Friends for Young Children with and without Disabilities, The More We Work Together: Partnerships for Preschoolers with Disabilities in Childcare, Maintaining Home Language Is a Great Gift, Modules for Early Learning Benchmark Activities, Moving from Early Intervention to PreK: What Parents and Caregivers Want to Know, Make Art a Part of Every Day: Focus on the Process, Making the Holidays Memorable and Meaningful, Mud-Luscious: Some Thoughts on Messy Play, Math Lesson Addressing Benchmark 10.B.ECa, A Multiage Project on How Things Work: An Unexpected Adventure, Merging the Project Approach with Other Curricula, Materials for Representation in Project Work, Nature Play: Loose Parts Are the Best Parts, Neighborhood Geography with Young Children, One Fish, Two Fish, Red FishNEW Fish: A Preschool Fish Project, Oats, Peas, Beans and Barley: Learning Through an Action Song, Out and About with Preschoolers: Visual Arts, Out and About with Preschoolers: Close Up with Visual Arts. Participate in a discussion about why things happen (e.g., describe why some objects roll and others do not). You must select a grade level for your search (All Grades is an option). List of goals, standards, and benchmarks Goal 1 Demonstrate increasing competence in oral communication (listening and speaking). Most standards have at least one benchmark. The purpose of the Illinois Priority Learning Standards is to provide a starting point for discussions on prioritization of learning standards at the local district level. Fun at Home with Preschoolers: Getting Ready to Read! Say number names when pointing to numerals (but not letters), even if they dont match. Discuss a diagram of the early childhood environment showing where various features of the room are located. Solve simple math problems (e.g., know that if one chair is taken away from the table that makes less). Participate in discussions about the differences in the seasons. the illinois early learning and development standards (2013) are a revised version of the original illinois early learning standards published in 2002. they have been updated to align with the illinois early learning guidelines for Children birth to age 3, with the illinois Kindergarten Use different languages, communication styles, and/or formats to use in early childhood settings and in community settings (e.g., chooses language(s) for play depending upon the peer(s), turns and talks to a peer using appropriate language, talks to adults using appropriate language). Combine music and movement (e.g., move to the beat of a drum). endstream endobj startxref The Illinois Early Learning and Development Standards are also available in Spanish. The Illinois State Board of Education developed the IELDS with the cooperation of many early childhood educators and experts throughout Illinois. Make more than one comment related to the topic of the conversation or discussion (e.g., I have a dog, too. Use simple graphs to collect data (e.g., organize all of the autumn leaves collected outdoors into a color graph). Correctly identify the numerals 1, 2, and 3. With teacher assistance, use descriptive words to explain how a familiar person, place, or thing looks (e.g., describing a pet or a favorite food). In other words, she recognizes common signs and labels in the environment (Language Arts Benchmark 4.D.ECa). Contribute personal opinions to be included in group-dictated pieces of writing (e.g., My favorite food is ____, I like ____ because ____.). Use language to influence the behavior of others (e.g., That hurt when you pushed into me.). Use nonstandard means to measure items (e.g., using a piece of string or a long block as a measurement tool). The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With teacher assistance, talk about how the pictures and facts in two books about the same topic are alike and different (e.g., in two books about birds, notice that they both have many birds with red beaks and show different kinds of nests). I hope we have hot dogs. Teacher: What else do you think youll have? Child: Maybe chips. Separate items from a set (e.g., with a set of three cups, takes one away and says, Now we have two.). Represent through actions or materials the physical characteristics of a natural object (e.g., crawl like a worm, mix colors of paint to show the colors of leaves changing on a tree, make an acorn out of clay). Demonstrate affection for familiar adults through hugs, kisses, or making gifts. Engage in reciprocal conversations with other children throughout the day. 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