Maneuvers around objects and people without bumping into them most of the time; kicks and throws a ball. Walks along a line or beam structure with some success and attempts to catch a large ball. Walks forward smoothly along a wide beam or line with minimal assistance and maintains balance when throwing and catching large balls. Walks forward and backward along a wide beam or line with minimal assistance and coordinates throwing and catching with a variety of sizes of balls. Demonstrates balance in many situations including play outdoors, and in simple group games. Demonstrates balance in many situations including play outdoors, and in simple group games; throws or kicks objects with increased accuracy. Demonstrates balance in many situations, moving, changing speed, direction, and pathway quickly and safely most of the time (sometimes in response to throwing, catching, and kicking balls). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 1 Physical Development, Health, and Well Being Outcome 2 The child independently uses fine motor skills. Indicator 2.1a Develops manual coordination to use writing and crafting tools. First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K
Grips writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with whole hand but uses movements to make marks. Grips writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with whole hand to make marks. Opens and closes scissors with one hand. Uses writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with some adult guidance and support. Uses writing and crafting tools (e.g., crayons, pencils, paintbrushes, glue sticks) with a 3 point grip but too close to either end. Uses scissors to snip materials. Uses writing and crafting tools with a 3 point grip*. Uses scissors to cut a line. fine motor control in using writing and crafting tools with a 3 point grip* (e.g., cuts simple geometric shapes). Demonstrates fine motor coordination in using a variety of writing and crafting tools independently so that work products have detail. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 1 Physical Development, Health, and Well Being Outcome 2 The child independently uses fine motor skills. Indicator 2.1b Demonstrates self-help fine motor skills such as buttoning and zipping. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Attempts to unzip, unbutton, untie, or unsnap clothing with guidance Independently unzips, unbuttons, unties, or unsnaps clothing most of the time. Attempts to zip, button, or snap clothing with guidance and support Requires some assistance in self-help situations that require fine motor skills (e.g., Requires minimal support in self-help situations that require fine motor Independently buttons and zips, snaps, and Velcros clothing, but may struggle with shoelaces. Independently ties shoes and manages all aspects of dressing.
and support from adults. from adults. buttoning, zipping, snapping, and Velcroing). skills. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 5 The child demonstrates the understanding and function of both receptive and expressive vocabulary Indicator 5.2 Demonstrates the ability to attend, understand, and follow increasingly complex directions. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Follows simple, one step, oral directions (e.g., Teacher- “Put this toy in the basket please”). Follows oral directions of two or more related steps with adult modeling (e.g., washes and dries hands after seeing Follows oral directions of two or more related steps with verbal adult support (e.g., Teacher – “Remember to put the caps on the markers then put Follows oral directions that involve two or more related steps independently, without prompting between steps (e.g., after you finish your drawing, please hang it on the wall”). Follows oral directions that involve two steps in a series of unrelated sequences of action with adult modeling (e.g., “After you clean up the blocks, walk Follows oral directions that involve two or more steps in a series of unrelated sequences with verbal adult support between steps (e.g., “After you Follows multi-step oral directions in a series of unrelated sequences of action without prompting between steps.
them in the basket”). to line up by the door”). finish your reading, please choose a learning center and begin activity.”). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 6 The child communicates experiences, ideas, and feelings through speaking or American Sign Language (ASL). Indicator 6.1 Demonstrates the ability to effectively engage in a range of conversational skills in his or her home language (including ASL) for a variety of purposes relating to real experiences and different audiences. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Speaks or signs in familiar phrases with limited word choice related to an action or request (i.e., “Help me” “Me run” “more”) Combines three words into a simple sentence to share or initiate an idea or thought that may or may not be meaningful to the situation Uses four word sentences to share or initiate an idea or thought meaningful to the situation or about themselves. The sentence may omit Uses five-to six-word sentences* to communicate needs and wants or express ideas (i.e., “We walked to my school.” “I want some chocolate milk, Uses two or three connected sentences* with at least one sentence having seven or more words, to familiar information Converses effectively by listening and speaking through five or more exchanges. Expresses ideas clearly and completely, using longer, complex Converses effectively by listening and speaking through five or more exchanges and replies with relevant information to questions (who, what, where,
(i.e., “My cat barks.” “The boy cries.”) some words or use some words incorrectly (i.e., “I played more gooder.” “I like red bikes.”). please.”). or ideas. sentences, articulating the idea, experience, or event. when, why, how). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.2 Demonstrates comprehension of a story “read aloud” by asking relevant questions and providing key details in literary texts. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Relates story content with their own experiences (i.e., “Look, a dog”). Connects their own experiences and the illustrations to gain meaning of the story. Their comments may or may not follow Listens to stories and responds to questions by pointing to pictures. Ask and answer simple questions about details With prompting and support, asks and answers basic factual questions (e.g., characters, setting, major events) about a story (e.g., What is happening on this page?). Makes comments that relate to the story, but may With prompting and support, asks and answers factual questions about a story (e.g., What is the main character’s name? What happened first, next, last?) Begin to ask and answer inferential questions (e.g., What might With prompting and support, asks and answers factual and inferential questions about a story (e.g., How is the main character feeling and what happened to make him feel that way?). Makes comments that demonstrate a With prompting and support, describes the story with many key details about the character’s personalities, theme / events and supporting ideas about a story. (e.g., Based on what you know about the main character, what
along the story line. they just heard. sometimes get off topic. happen next?). Makes comments that are relevant to the story and stays on topic. sense of story (e.g., identifies beginning, middle, and end; naming characters; discussing key details of plot). do you think he is going to do next? What in the story makes you think that?). Provides comments that demonstrate critical thinking related to the story. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.3a Shows an understanding of the basic concepts of print. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Shows interest in print (pictures, symbols, logos, signs) (i.e., “That says stop.”) Shows awareness of environmental print (pictures, symbols, signs) Recognizes a book by its cover. Holds a book and attempts to turns pages one at a time. Recognizes print in everyday life (i.e., logos, numbers, words, their name and uses it as a cue to finding their possessions). Holds a book upright, attempts to Displays awareness between pictures and print (e.g., checking job chart, “exit” sign, children’s work). Holds a book upright and turns pages. Identifies the first page to begin pretend Handles a book and identifies various book elements (i.e., front cover, back cover, and title of a book). Distinguishes pictures from letters and words on the pages. Shows understanding of directionality in a text (i.e., follows words in a book from left to right, top to bottom, and page by page). Points to words with one finger as they read the text. (e.g., Identifies the first word on Identifies book elements with ease (including title, author, illustrator) and follows rules related to directionality proficiently when reading appropriately leveled texts. Knows each spoken word
turn pages, and begins to use pictures to tell the story. reading using picture clues to tell the story (i.e., first page of text). Recognizes that letters are grouped to form words and makes the connections between words they hear are words they see in print. the first page as the place to begin reading. May skip lines or miss pages when attempting to read independently.) can be written down and read in a story. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.3b Understands that print carries meaning. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Shows interest in an adult reading a story/text (not necessarily listening to the whole book) and/or looks at books. OR Begins to understand that the text is meaningful and asks an adult to read the same story again and again. Demonstrates interest in an adult reading a full story/text. Begins to recognize that all types of printed materials (e.g., books, magazines, signs) conveys meaning and Demonstrates interest and enjoyment listening to an adult reading a full story/text. Chooses familiar / favorite books to look at and pretend read independently. Uses and interprets Actively attends to stories/texts during a read aloud without being distracted. Begins to show interest in retelling or acting out the text, Begins retelling stories and/or key details in a variety of ways (e.g., using pictures to make up the text, acting out part of the story in dramatic play, using a flannel board) The adult may Reads and/or pretends to read and retells familiar stories using key details in a text with accuracy, using their experiences, language, pictures, illustrations and /or familiar words
Shows interest in books during story time. connects to real things. illustrations to gain meaning. using the pictures and illustrations as a guide. Answers questions about details of a story just heard. prompt and support the retell with probing questions. (May not be completely accurate). from the text as guides. The adult may prompt and support the retell with probing questions. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.4a Recognizes and generates rhyming sounds in spoken language. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K With prompting and support, participates in stories, songs, or fingerplays with rhyming words. With prompting and support, repeats rhyming words in songs, poems, or stories. Recites simple and familiar chants or rhymes. Recognizes rhyming sounds in familiar songs or stories. Identifies words that rhyme when orally presented with matched pairs of words. Identifies words that rhyme and do not rhyme when presented with a small set of orally matched words. Consistently distinguishes words that rhyme from those that do not rhyme. Produces a rhyming word when orally presented
with a rhyming word pattern. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.4b Demonstrates understanding of spoken words, syllables and sounds (phonemes). Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Responds to the rhythm of spoken language, in stories, songs, poems, chants or fingerplays. Begins to recognize the number of words in sentences. Hears and shows awareness of syllables (word parts) in simple words. Identify and separate syllables (word parts) in familiar words. Count, pronounce, blend and segment syllables in spoken words. Begins to recognize initial sounds in familiar spoken words (e.g., recognizes Identify and separate syllables in words and begin isolating initial sounds in spoken words. Repeats alliterative language (e.g., “cute cats can Verbally separate and blend onsets and rimes within spoken words. Recognize initial and final sounds in spoken words. Identify, isolate and pronounce the initial, final and medial sounds (phonemes) in (not letters) spoken words. (e.g.,
words that start with the same sound as own name). kiss,” “Pepe pecas pica papas con un pico”). words) Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.5a Shows an understanding of alphabetic knowledge. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Identifies print in the environment (i.e., asking “What’s that say?”). Identifies own name as a whole. Recognizes that letters are a special category of visual graphics that can be individually named. Differentiate and correctly identify Names and identifies some letters with personal significance (e.g., letters in own name). Identify capital letters as they sing the Names and identifies at least 18 capital letters and 15 lowercase letters. Names and identifies all capital letters and 20 lowercase letters. Names and identifies all capital letters and lowercase letters (including variations of a and g; a/a, g/g) and recognizes familiar of letters in combination
some letters by their shapes. alphabet song. order to read common words (e.g., 15-35 words). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 7 The child engages in activities that promote the acquisition of foundational reading skills. Indicator 7.5b Knows and applies letter-sound correspondence and beginning sound-recognition skills. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K N/A Recognizes environmental print without understanding that letters represent speech sounds. Shows awareness that letters of the alphabet are a special category and begins to associate sounds with written words (e.g., different words begin Attends to the beginning letters and sounds in familiar words (e.g., recognizes words that start with the same letter/sound as own name). Develops a simple of the alphabetic principle: that letters represent speech sounds. Attempts to sound out first letters in Identifies the correct letters and produces the primary or most frequent sound for many consonants. Begins to decode, or sound out, Identifies the correct letters and produces the primary or most frequent sound for all consonants. Adds or substitutes individual sounds in simple (CVC) words to create new words.
with the same sound) print, familiar words and within early stages of writing. simple words (go, cat, pop) Shows understanding that a sequence of letters represents a sequence of spoken sounds to support reading and writing words. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 2 Literacy Outcome 8 The child demonstrates that writing is a way of communicating for a variety of purposes. Indicator 8.3 Understands how to apply the early stages of drawing and writing to convey meaning. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Pretends to write and experiment with various writing / drawing tools by making marks or scribbles to represent ideas (sharing what they wrote to an adult). Makes early approximations with horizontal or vertical sets of lines or scribbles intending to represent letters. (sharing what they wrote to an adult). Understands that his/her marks or scribbles are conveying ideas. May write a series of scribbles separated by spaces representing their understanding of the sound structure of Draws simple pictures to represent their ideas and shares thoughts by writing words with mock letters forms) - (sharing what they wrote to an adult) Creates drawings and writing to represent meaningful ideas on paper with some level of clarity. Print may transition from mock letters to random letter strings. (May rely on dictation with Provides more detail when combining drawing and writing to convey their meanings on paper. Will observe a transition of random letter strings and the early stage of semi-phonetic writing where the child Creates a product that uses a of drawing and writing to represent ideas relevant to a topic / theme on paper in some detail. Will observe complete sentences written down
language. an adult to clarify content.) Forms letters in first name to sign drawings and other written work. writes letters that have the most recognizable sound(s) in each word. in the manner of to phonetic spellings with capitals and punctuation marks. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 3 Mathematics Outcome 9 The child understands numbers, ways of representing numbers, and relationships between quantities and numerals. Indicator 9.1 Uses numbers and counting as means for solving problems and determining quantity. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Imitates counting of objects by counting aloud with no relationship to the objects at hand. Lines up or sorts objects one by one without assigning any number (i.e., setting the table, organizing Counts objects with emerging 1:1 correspondence (e.g., may point to same object more than once, or skip objects). Demonstrates one-to-one correspondence (e.g., pairs each object with one and only one number name and each number name with one and only one object) in counting 10 objects in a group when Demonstrates one-to-one correspondence in counting 15 objects in a group when arranged in a line, a rectangular array, or a circle. Recognizes that each successive number name refers to a When given a number from 20, counts out that many objects and begins to solve problems involving joining and combining using small quantities of Solves problems involving joining, separating, and combining using small quantities of objects (i.e., totals of up to 10).
several bears by putting each one on a block). arranged in a line. quantity that is one larger. objects (i.e., totals of up to 5). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 3 Mathematics Outcome 9 The child understands numbers, ways of representing numbers, and relationships between quantities and numerals. Indicator 9.3a Rote counts in sequence. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Rote counts number words, not necessarily in sequence. Rote counts number words in sequence with some adult guidance. Rote counts number words in sequence Rote counts number words in sequence from 1 to 10 when counting by ones. Rote counts number words in sequence from 1 to 30 when counting by ones. Rote counts number words in sequence to 100 when counting by tens. Rote counts number words in sequence from 1 to 100 when counting by ones. Student Name 1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 3 Mathematics Outcome 9 The child understands numbers, ways of representing numbers, and relationships between quantities and numerals. Indicator 9.3b Names and identifies written numerals. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Begins to participate in counting rhymes, chants and songs. Begins to understand that a written numeral represents a quantity. Begins to understand that a written numeral represents a quantity and may draw objects or use informal symbols to represent numbers. Recognizes numerals distinctly from letters or other symbols in print, calling them “numbers.” Names and identifies a few written numerals with personal significance (e.g., numeral own age). Names and identifies written numerals from 0 to 10. Names, identifies, and writes numerals from 0 to 20. Student Name 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 3 Mathematics Outcome 10 The child demonstrates understanding of geometrical and spatial concepts. Indicator 9.3b Recognizes, names, describes, compares, and creates familiar shapes. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Matches simple shapes in form boards and puzzles (e.g., circles, squares, triangles). Sorts simple shapes in sorting boxes and other materials with adult help. familiar shapes from one another. Identifies 5 familiar shapes (e.g., circle, triangle, square, oval, rectangle) in various sizes, or Compares and sorts shapes by common attributes and states reasons for grouping (e.g., shape, size). Composes simple shapes using objects or by drawing. Identifies shapes as (“flat”) or (“solid”) (cone, cube, cylinder, sphere). Names both types of shapes with some accuracy. Composes both types of shapes using objects or drawing. Accurately describes attributes of two- and shapes. Composes simple shapes to form larger shapes. Student Name 1 2 3 4 5 6 7 ,
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 3 Mathematics Outcome 12 The child demonstrates the ability to investigate, organize, and create representations. Indicator 12.1 Sorts, classifies, and groups materials by one or more attributes. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Begins to sort and classify objects based on one attribute (e.g., color) with adult support. Sorts and classifies objects based on one attribute (e.g., color). Determines a classification scheme for a collection of objects that creates a group for every item and makes one or more comments about the classification scheme. Sorts and classifies objects into groups by one characteristic and compares the number of objects in the groups using comparison vocabulary (e.g., more/less). Sorts and classifies a group of objects by more than one characteristic (i.e., is able to re-sort and re-classify a group based on different Counts the number of objects in each category and sorts the categories by count. Identifies two objects or pictures that are the same. Identifies two objects or pictures that are the same and eliminates ones that are different in a group with adult support Student Name 1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 5 Scientific Conceptual Understandings Outcome 14 The child uses a process of inquiry to investigate the physical and natural worlds and to hypothesize and make predictions. Indicator 14.1 Uses senses to investigate characteristics and behaviors in the physical and natural worlds and begins to form explanations of observations and explorations. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Plays with materials of different textures (e.g., sand, water, leaves) with adult Plays with materials of different textures (e.g., sand, water, leaves) and conditions (wet, dry, warm, cold, etc.) with adult Uses obvious sensory information to explore the world, reacting more physically than verbally. an interest in the surrounding world, using senses to observe explore, and gather making one or two simple comments (e.g., “gross”). Uses two or more senses (e.g., both sight and smell or both hearing and touch) to explore the world and makes one or more detailed comments describing sensory Participates in small hands-on multisensory experiments with adult guidance and uses observation and questioning skills to investigate and draw conclusions. Participates in a variety of hands-on multisensory experiments with adult guidance. Uses observation and questioning skills in order to draw conclusions. Demonstrates an ability to record and analyze data through drawing and writing. Student Name 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 5 Scientific Conceptual Understandings Outcome 14 The child uses a process of inquiry to investigate the physical and natural worlds and to hypothesize and make predictions. Indicator 14.3 Makes predictions and forms hypothesis. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Asks “why?” and other simple questions for adult about things observed. Asks “why?” and other simple questions for adult about things observed and explored through additional senses. In a science or nature experience, guesses at what will happen next with no relation to the experience. In a science or nature experience, makes one or more prediction or guess that is related to the experience. In a science or nature experience, makes one or more predictions and gives reasons for predicted result. Develops plans with teacher assistance for testing prediction or hypothesis and tries out ideas. develops plans for testing prediction of hypothesis and tries out ideas. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 6 Self, Family, and Community Outcome 18 The child develops self-control. Indicator 18.1 Adapts behavior to fit different situations (for example, accepts transitions, follows daily routines, and/or incorporates cultural expectations). Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Shows awareness of different behavioral expectations in different settings with frequent adult prompting and support. Shows awareness of different behavioral expectations in different settings with some adult prompting and support. Shows awareness of different behavioral expectations in different settings with minimal adult prompting and support. Follows basic routines for pre-K (e.g., transitioning between activities with directions) and complies with basic expectations for behavior (e.g., “Keep your hands to yourself”), but may require frequent adult prompting and support. Follows basic routines for preschool and K (e.g., transitioning between activities with one- or two-step directions) and complies with basic expectations for behavior (e.g., “Stay in your chair”), but sometimes requires adult prompting. Follows complicated routines (e.g., activities that include multiple steps) and high-level expectations for behavior (“Treat your peers with respect, and show responsibility for your learning”) with minimal prompting. Internalizes classroom routines and behaves in socially acceptable ways without the need for prompting. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 6 Self, Family, and Community Outcome 20 The child works cooperatively with other children and adults. Indicator 20.1 Plays and interacts with various children, sharing experiences and ideas with others. Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Plays alone, with adults, or watches other children most of the time. Observes and imitates adults or other children’s activities most of the time. Plays alongside other children most of the time (may share objects). Interacts with other children, sharing objects, conversation, and ideas to cooperate in play activities. Develops or extends themes in cooperative work and play activities. Takes turns being a leader and group member in cooperative play and work. Participates in cooperative play and work projects as leader or group member (e.g., accepts direction from peer when in “member” role and provides positive direction when in “leader” role). Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Begins play activity only after adult prompting. Begins play activity but needs adult guidance and support during transitions and self-help activities most of the time. Begins play activity but needs adult guidance and support during transitions and self-help activities some of the time. Requires minimal adult guidance and support during activities, routines, and play, but shows interest in trying things independently. Self-initiates activities and play and shows increasing in routines, calling on adults when help is needed. Demonstrates independence during activities, routines, and play. Attempts to assist peers or asks for peer support during activities, routines, and play before calling on adults for help. Maintains independence during activities, routines, and play over extended periods of time. Works collaboratively with peers to overcome problems, calling on adults only when necessary. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 7 Approaches to Learning Outcome 25 The child exhibits imagination and creativity. Indicator 25.3 Role-plays to express feelings, to dramatize stories, to try out social behaviors observed in adults, and reenact real-life roles and experiences. First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K
Interacts with dolls, stuffed animals, or props in pretend play. Adds dress-up clothes or other items to pretend play. Uses props in place of actual object (e.g., uses a block as a phone) in role-playing or real life or imaginary experiences. one or two social behaviors observed in adults and expression of one or two feelings in real-life roles and experiences more than two social behaviors with increasing in dramatic play situations with other children. feelings and tries out social behaviors with increasing in dramatic play situations with other children. feelings and tries out social behaviors with increasing in dramatic play situations with other children and begins to sustain the across more than one day. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 7 Approaches to Learning Outcome 27 The child displays persistence and pursues challenges. Indicator 27.1 Focuses and completes a variety of tasks, activities, projects, and experiences. First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K