Associate most letters with their sounds.

Recognize and associate familiar logos (e g , restaurants, stores, teams)

Recognize objects labeled with his/her name

Identify some of classmates print names.

Talk about what the story is about.

Finish a familiar story when adult pauses

Name characters in the story.

Repeat sounds initiated by adult.

Share prior knowledge about text being read aloud.

Use ideas gained in group reading, other daily routines, learning centers, and activities.

Reproduce most upper case letters of the alphabet.

Names most upper case letters by sound.

Describe the shapes in a drawn picture (e g , “This is a dog and that is her dog house ”).

Choose from a variety of writing tools and surfaces during play.

Reproduce own name and/or simple words, with most letters correct.

Engage in tactile experiences creating letters and other forms.

Write segments of letter forms. (e.g., lines, curves).

Begin to use letter-like forms.

Trace and create letters and other shapes using tactile materials (e g , sand, sandpaper, glue, foam)

Scribble lines, circles, zig-zags, or in rows.

Ask adult to ""write down the words" of his/her story or his/her drawing.

Identify animal sounds.

Listen to sounds and guess what they are

Use and imitate sounds when playing.

Recognize sounds that are similar to those found in name

Engage in activities that include rhyme and alliteration

Talk about pictures using new vocabulary words or phrases.

Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations.

Begin to use new vocabulary when asking questions or describing situations or objects

Use prepositions and pronouns.

Ask adults questions to learn names for new objects

Use newly acquired vocabulary to name objects.

Rote count to 15.

Recognize most numerals. (e.g., notice numerals in the environment and names some of them, point to a numeral when asked)

Name most numerals up to 15.

Subitize (visually quantify) to determine how many; attach a numeric value to a set of objects without counting up to 3.

Practice one-to-one correspondence. (e g , setting out snack, counting children, matching objects)

Verbalize how many objects they have.

Use counting and numbers as part of play and as a means for determining quantity

Create sets of objects with same and different amounts.

Use terms like “more,” “less,” “big"", “small"", “the same ”

Compare two numbers between 1 and 10 when presented as written numerals.

Identify groups of more or less.

Describe objects in the environment using names of shapes (circle, triangle, square, rectangle, oval, heart, star and diamond)

Recognize and describe the attributes of geometric figures.

Use simple shapes to in drawing

Complete simple puzzles.

Manipulate objects of various shape and size

Use finger or body to represent shapes when asked.

Use size words. (e.g., many, big, and little)

Compare sizes of objects.

Explore objects to determine size.

Explore measuring tools.

Begin to use nonstandard (e.g., hand, shoe, yarn, block) or standard tools to measure objects

Sort objects by one attribute. (e.g., color, size, shape)

Classify up to five objects using one attribute into categories

Count the number of objects in each category and with adult assistance display the number of objects in each category

Count and compare the quantities of each category to describe which category has ""more of"" / ""less of"" the attribute.

Recognize and name primary and secondary colors. (red, blue, yellow, purple, orange, green, black, white, pink).

Utiliza volumen apropiado para ser escuchado en el grupo y expresa sus necesidades.

Utiliza pronombre yo.

Conjuga los verbo en tiempo y persona.

Termina palabras con s para indicar plurales.

Utiliza preposiciones.

Participa en conversaciones tomando tiempo para escuchar.

Plantea preguntas sobre lo que lo rodea.

Responde a instrucciones mostrando comprensión.

Use technology (e.g., magnifying glass, digital camera, light table) to observe and describe objects.

Identify the external characteristics of living things (e g , size, shape, color, and texture of leaves or insects) and non-living things (e g , size, shape, color, and texture of rocks and toys)

Engage in activities to sort by living and non-living

Observe and document the growth of a living thing through scribbles, drawings, and/or photos.

Describe changes in people and animals over time (e g , losing teeth, growing out of clothing, beans sprouting).

Care for plants and animals in the classroom

Point to basic body parts when asked, name basic body parts.

Name basic parts of plants and animals (e g , flower, leaf, tail)

Include basic parts (e.g., head, flower) in drawing of people, animals, or plants

Match parent animal with offspring.

Identify characteristics of animals from the same species (e g , color, size).

Use senses to explore objects of varying sizes, shapes, textures and colors.

Participate in teacher-led exploration of matter (eg, sensory play, explore novel objects introduced into classroom).

Collect and sort objects according to characteristics.

Combine materials to make a new substance (e g , mix paint color, mix water and soil) and describe the result.

Point out when a change in matter occurs.

Discuss changes in food substances during cooking and solid materials. (e g , crayon melting)

Act upon objects to make them move in various ways and participate in teacher-led activities involving moving objects.

Use words related to motion. (e.g., fast, slow).

Use senses and simple tools to explore earth and water.

Participate in teacher-led activities. (e g , sorting rocks, mixing water and soil, gardening).

Answer questions about observations of earth and water.

Use senses to observe weather conditions

Use words or signs to label weather. (e g , sun, snow, rain, cloud)

Match types of clothing or activities to seasonal weather conditions (e g , we use an umbrella when it is raining; we wear coats, hats, scarves, and mittens when it’s cold outside)

Identify the Mexican flag and traditions.

Follow a pathway or roadway on a large car mat.

Follow a teacher-made map. (e.g., locate something in the environment, follow a course)

Ask and answer questions about maps.

Identify the characteristics of one’s home (e g , door color, exterior type, type of home)

Describe the locations and uses of important areas within the home

Identify the room in which certain items might be found

Talk about family members.

Participate in decision-making.

Identify self in relationship to others in a group (e g , brother, sister, son, daughter, friend)

Talk about things the family does together

Talk about things the class does together.

Use costumes and props of community workers for intended purpose (e g , hold stethoscope to teddy bear’s heart, use hammer to pound peg into pegboard, fill a dump truck)

Engage in dress up play.

Ask and answer questions about community workers and their roles

Make a choice and explain the reason for the choice.

Talk about products that can be found around their homes

Ask and answer questions about items that come from farms, factories, and/ or businesses within the community

Ask and answer questions about local businesses.

Act out play scenarios that relate to local businesses (e g , getting haircut, pet, school, farmer’s market).

Identify basic feelings experienced in daily life (happy, sad, excited, angry/mad, scared/afraid, calm/relaxed).

Learn about circle rules and agreements.

Learn about compliments.

Learn about self-management techniques like ""Do the Turtle""

Develop self - awareness, self - management and communication skills.

Create a collaborative project according to Reggio Emilia approach, and develop the meaning of team work.

Ampliar repertorio motriz: equilibrio, coordinación y desplazamientos. Explorar a través de juegos con pelotas, conos y aros, iniciando  fundamentos básicos de diferentes deportes  sin presión por el resultado. Promover juego activo y cooperación.

Hábitos: probar frutas y verduras, hidratarse, respetar horarios de comida. Reconocer colores de alimentos y asociarlos a energía y salud. Relacionar movimiento con buena alimentación de forma divertida.

Cantar una variedad de canciones sencillas para ampliar su vocabulario y dicción.

Desarrollar el trabajo en equipo para fomentar la práctica de ensambles de percusión. Conocer la biografía y algunos fragmentos musicales de 10 compositores y músicos famosos.

Fomentar el trabajo del patrón cruzado a través del movimiento corporal y ejercicios con material específico.

Desarrolla la expresión artística, además de un pensamiento libre y creativo por medio del descubrimiento de materiales y experiencias sensoriales, la lectura de cuentos, lenguaje, expresiones corporales y movimiento a través del juego.