careertech.k12.wv.uscareertech.k12.wv.us/documents/CSOAlignmentMatricECE.docx · Web viewEmbedded Credit – Content Standards and Objectives Alignment Template. Course Name . _Early

Embedded Credit – Content Standards and Objectives Alignment Template

Course Name _Early Childhood Education WVEIS # ___1003, 1004, 1008, 1009,____

Teachers and Administrators who completed the template: Alyssa Hamilton, Brenda Fisher, Carolyn Baldwin, Connie Ewing, M’lyn Gibson, Susan Sweat 81.8%

Recommendation that embedded credit be awarded: Yes X No □ Provide rationale for decision:“Students will receive high-quality instruction that will allow them to work toward mastery on 100% of the content standards and objectives for all embedded credit courses approved by the county and submitted for approval to the WVDE.”

Embedded Credit Course Standards and Objectives

(Transition English Language Arts for Seniors)

Alignment to Host Course Standards and Objectives

Content Alignment How Standards and/or objectives that do not have

strong alignment will be delivered

Strong Alignment

Moderate Alignment

Weak or No

AlignmentELA.T.1 Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, including determining where the literary text leaves matters uncertain.

1003.37-- discover ways of building positive relationships with children1003.38-- explore environments that support social emotional behavior,1004.12-- discuss methods to effectively and appropriately communicate needs, wants and feelings.1004.20— Students will demonstrate knowledge of:

Standards for Speaking and Listening.

XInstructor incorporates the study of various novels, dramas, and short stories as part of the curriculum.

the stages of Language Development.

language and literacy integration throughout the classroom.

language and literacy program planning.

vocabulary building strategies.

functional print environment strategies.

assessment of language and literacy development.

listening and speaking including receptive and expressive language.

comprehension and collaboration.

print concepts. phonological

awareness. word recognition. literature and writing. using and generating

graphic images.1004.21-- analyze the

importance of identifying as a member of a group within a community.1004.17-- describe the interactive roles and relationships among family members.1009.13-- plan for intentional readings through selection of books.

ELA.T.2 Determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the literary text.

1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.9-- Students will demonstrate knowledge of:

development of self-concept.

development of self-expression and self-awareness.

development of social relationships including pro-social behaviors and cooperation.

roles of family and community in social and emotional

X

Instructor incorporates the study of various novels, dramas, and short stories as part of the curriculum; includes a synthesis project with a thematic approach.

development. dispositions to and

motivations for learning.

issues relating to trust, security, autonomy, separation and attachment.

1004.10-- describe elements of self-concept and characteristics of a person with high self-esteem.1004.17-- describe the interactive roles and relationships among family members.1004.18-- describe roles and relationships of community members.1004.19-- compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.1004.20--examine roles for children of different ages within communities.1004.20— Students will demonstrate knowledge of:

Standards for

Speaking and Listening.

the stages of Language Development.

language and literacy integration throughout the classroom.

language and literacy program planning.

vocabulary building strategies.

functional print environment strategies.

assessment of language and literacy development.

listening and speaking including receptive and expressive language.

comprehension and collaboration.

print concepts. phonological

awareness. word recognition. literature and writing. using and generating

graphic images.1004.21--analyze the importance of identifying as a member of a group within a community.1009.13-- plan for intentional readings through selection of books.

ELA.T.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, and how the characters are introduced and developed).

1003.15 Students will demonstrate knowledge of:

positive nurturing relationships and communication.

cultural and environmental influences on child development.

1004.13--analyze factors that promote positive relationships between adults and children.1004.17-- describe the interactive roles and relationships among family members.1004.20-- examine roles for children of different ages within communities.1004.21--analyze the importance of identifying as

X

Instructor incorporates the study of various novels, dramas, and short stories as part of the curriculum.

a member of a group within a community.1004.45— Students will demonstrate knowledge of:

the impact of language and literacy standards in the mathematic domain

the importance of creative expression and aesthetic appreciation to human growth and development in every domain.

music and movement.

visual art. dramatic play.

1004.47-- analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.1009.13-- plan for intentional readings through selection of books.

ELA.T.4 Cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where the informational text leaves matters uncertain.

1003.3-- examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.5--analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.1003.12-- examine the economic and other benefits of universal pre-k.1003.35-- analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.49-- investigate work settings within ECE and the application of DAP.1003.56--analyze needs for safety, health and comfort and convenience.1003.58--identify warning

X

signs for problematic physical environments.1004.3-- analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.1004.5-- examine the roles of biology and experience in brain development.1004.8-- analyze factors relevant to physical development at various stages from newborn to adolescence.1004.16-- explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for

taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.20-- examine roles for children of different ages within communities.1004.21-- analyze the importance of identifying as a member of a group within a community.1004.22-- explain methods for increasing participation in classroom activities and tasks.1008.24-- review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1008.43--examine organizational structures including policies and procedures of various industry settings.1009.42--examine

organizational structures including policies and procedures of various industry settings.1009.47-- apply research-based knowledge to practice situations.1009.48-- examine methods of giving and receiving supervision.

ELA.T.5 Determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the informational text.

1003.2--determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or ECE Pre-Pac.1003.6-- describe components of WV ELSF Domain Areas.1003.7-- explain WV STARS.1003.16-- describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).1003.20-- describe principles of observation and assessment of children.1003.33--identify signs of

X

emotional or developmental problems in children and discuss them within an appropriate forum.1003.45--identify strategies to promote children’s communication and oral language development,1003.52-- describe the importance of aesthetics, flexibility and organization to effective childhood settings.1003.53-- describe visual cues that promote independence and decision making.1003.63--identify conceptual frameworks applied in various settings1004.2-- describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.

1004.9-- Students will demonstrate knowledge of:

development of self-concept.

issues relating to trust, security, autonomy, separation and attachment.

development of social relationships including pro-social behaviors and cooperation.

roles of family and community in social and emotional development.

dispositions to and motivations for learning.

issues relating to trust, security, autonomy, separation and attachment.

1004.10-- describe elements of self-concept and characteristics of a person with high self-esteem.1004.11-- explain methods for fostering independence in a range of activities,

routines and tasks.1004.16-- explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.17-- describe the interactive roles and relationships among family members.1004.18-- describe roles and relationships of community members.1004.19--compare and contrast differences among people such as genders, race, special needs, cultures, language and family

structures.1004.46-- describe how the arts supports language development.1008.2-- explain the concept of theory and describe how child care practices develop from theory.1008.4--analyze the values and limits of various theories in relationship to outcomes of child development.1008.23--identify strategies to create and support collaborative services in inclusive preschool environments.1008.36--identify how inclusion can be supported through the IEP process with adaptations and modifications when needed.1008.24-- review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1009.18-- describe how

language development impacts literacy development.1009.49--explain requirements and competencies for various positions within the field.

ELA.T.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media.

1003.3-- examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.5-- analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.1003.19-- examine introductory theoretical principles.

1003.33-- identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.1003.35-- analyze the impact

X

of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.50— Students will demonstrate knowledge of:

standard elements in early childhood program design.

fundamentals of environmental planning for both indoor and outdoor activities.

equipping early childhood classrooms.

signs that a physical environment is not working for both children and adults.

1003.56--analyze needs for safety, health and comfort and convenience.1003.62-- compare organizational mission statements to organizational performance.1003.63--identify conceptual frameworks applied in

various settings1003.67-- examine methods of giving and receiving supervision.1004.3--analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.1004.4--analyze basic principles of neuroscience.1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.13--analyze factors that promote positive relationships between adults and children.1004.20-- examine roles for children of different ages within communities.1004.21--analyze the importance of identifying as a member of a group within a community.

1004.47--analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.1008.4— analyze the values and limits of various theories in relationship to outcomes of child development.1008.11-- identify strategies to create and support collaborative services in inclusive preschool environments.1008.23--identify strategies to create and support collaborative services in inclusive preschool environments.1008.36--identify how inclusion can be supported through the IEP process with adaptations and modifications when needed.1008.38-- evaluate the role of schools in supporting a comprehensive school readiness system.

1008.45--identify conceptual frameworks applied in various settings.1009.5--identify strategies that prompt developmentally appropriate activities in the classroom.1009.37--analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.1009.42--examine organizational structures including policies and procedures of various industry settings.

ELA.T.7 Determine the meaning of words and phrases as they are used in a variety of literary texts, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or

1003.46--develop an awareness of how utilizing literature can impact children’s vocabulary, 1004.20— Students will demonstrate knowledge of:

Standards for Speaking and Listening.

the stages of

XWhile standards do not expressly address studying Shakespeare specifically, they do address narratives and dramatic plays.

language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Language Development.

language and literacy integration throughout the classroom.

language and literacy program planning.

vocabulary building strategies.

functional print environment strategies.

assessment of language and literacy development.

listening and speaking including receptive and expressive language.

comprehension and collaboration.

print concepts. phonological

awareness. word recognition. literature and writing. using and generating

graphic images.1004.21-- plan for intentional readings through selection of

Instructors could be persuaded to use Shakespeare with easy incorporation.

books.1004.49--develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.1009.17-- describe how to develop awareness of letters and words.1009.18-- describe how language development impacts literacy development.

ELA.T.8 Analyze how an author's choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, and the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

1003.46--develop an awareness of how utilizing literature can impact children’s vocabulary, 1009.39--develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.

X

Standards do not directly address literary text structure and aesthetics, though they do address the inclusion of literature, stories, and dramas. Incorporation of the study of the elements of a short story, for instance, would move this alignment from weak to strong.

ELA.T.9 Determine the meaning of words and phrases as they are used in

1003.3-- examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum

an informational text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

requirements.1003.5-- analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.1003.16--describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).1003.19-- examine introductory theoretical principles.1003.42--understand that cognitive skills develop through processes as assimilation and accommodation,1003.47--utilize the knowledge gained from each domain of child development to describe a comprehensive approach to an early childhood program, and1004.3--analyze programs to ensure that the significant

X

physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.1004.4--analyze basic principles of neuroscience.1004.5--examine the roles of biology and experience in brain development.1004.13--analyze factors that promote positive relationships between adults and children.1008.3--outline the major concepts of various theories listed above.1008.7--explain multiple intelligences and construct DAP’s that address the needs of different multiple intelligence.1008.12--review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal

requirements.1008.15--identify strategies that prompt successful inclusion of children in early care and education environments.1008.24-- review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1008.45-- identify conceptual frameworks applied in various settings.1009.2--identify strategies for setting up and maintaining a quality classroom environment.1009.5--identify strategies that prompt developmentally appropriate activities in the classroom.

ELA.T.10 In informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or

1003.17--articulate the importance of applying developmentally appropriate practices to child care and learning.

argument, including whether the structure makes points clear, convincing, and engaging.

1003.35--analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1004.10-- discuss methods of socialization to various employment settings within early childhood education.1004.17-- examine methods of giving and receiving supervision.1008.2--explain the concept of theory and describe how child care practices develop from theory.1008.3--outline the major concepts of various theories listed above.1008.4--analyze the values and limits of various theories in relationship to outcomes of child development.1009.24--outline the preschool learning to read and write processes.

1009.37--analyze the contribution of imagination and creativity to the

X

development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.

ELA.T.11 Determine an author's point of view or purpose in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

1003.13--review resources available regarding the care and education of children.1003.19--examine introductory theoretical principles.1003.26--discuss cultural and environmental influences on child development.1003.33--identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.1004.20-- examine roles for children of different ages within communities.1008.11-- identify strategies to create and support collaborative services in inclusive preschool environments.1008.38-- evaluate the role of schools in supporting a comprehensive school

X

readiness system.1008.45-- identify conceptual frameworks applied in various settings.1008.49-- examine methods of giving and receiving supervision.1009.13--plan for intentional readings through selection of books.

1009.43--compare organizational mission statements to organizational performance.

ELA.T.12 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually or quantitatively) as well as in words in order to address a question or solve a problem.

1003.31-- describe developmentally appropriate safety practices such as danger symbols, rules for various settings and responses to potentially harmful situations.1003.33-- identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.1003.35-- analyze the impact

X

of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.37-- discover ways of building positive relationships with children,1003.38-- explore environments that support social emotional behavior,1003.39-- understand the importance of promoting positive social emotional teaching practices,1003.40-- understand that cognitive development is influenced by other developmental factors,1009.22--explain and demonstrate use of oral language development assessment tools such as TROLL.1009.23--explain how to develop an understanding of the use and generation of graphic images.

ELA.T.13 By the end of grade 12, read and comprehend

1004.9--Students will demonstrate knowledge of:

literature, including stories, dramas, and poetry, at the high end of the grades 11-12 text complexity range independently and proficiently.

development of self-concept.

issues relating to trust, security, autonomy, separation and attachment.

development of social relationships including pro-social behaviors and cooperation.

roles of family and community in social and emotional development.

dispositions to and motivations for learning.

issues relating to trust, security, autonomy, separation and attachment.

1004.10-- describe elements of self-concept and characteristics of a person with high self-esteem.1004.17-- describe the interactive roles and relationships among family members.1009.13--plan for intentional

X

Standards do not directly address the use of poems, though they do address the inclusion of literature, stories, and dramas. Incorporation of poems would move this alignment from moderate to strong.

readings through selection of books.

ELA.T.14 By the end of grade 12, read and comprehend nonfiction and other informational texts at the high end of the grades 11-12 text complexity range independently and proficiently.

1004.2-- describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.1004.9-- Students will demonstrate knowledge of:

development of self-concept.

issues relating to trust, security, autonomy, separation and attachment.

development of social relationships including pro-social behaviors and cooperation.

roles of family and community in social and emotional

X

development. dispositions to and

motivations for learning.

issues relating to trust, security, autonomy, separation and attachment.

1004.21-- analyze the importance of identifying as a member of a group within a community.1004.49-- develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.1008.2--explain the concept of theory and describe how child care practices develop from theory.1008.3--outline the major concepts of various theories listed above.1008.4--analyze the values and limits of various theories in relationship to outcomes of child development.1008.7--explain multiple

intelligences and construct DAP’s that address the needs of different multiple intelligence.1008.8--demonstrate metacommunication behavior and construct metacommunication activities.1008.12--review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1008.24--review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1009.22--explain and demonstrate use of oral language development assessment tools such as TROLL.1009.28--describe the

mathematics objectives related to the WV ELSF mathematics domain.1009.36-- Students will demonstrate knowledge of:

the importance of creative expression and aesthetic appreciation to human growth and development in every domain.

music and movement.

visual art. dramatic play.

1009.37--analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.1009.42--examine organizational structures including policies and procedures of various industry settings.1009.43--compare organizational mission

statements to organizational performance.1009.44--identify conceptual frameworks applied in various settings

ELA.T.15 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.• Introduce precise, knowledgeable claims(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claim(s); and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns,

1003.4--discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.17--articulate the importance of applying developmentally appropriate practices to child care and learning.1003.22--discuss the use of observation and assessment findings.1003.26--discuss cultural and environmental influences on child development.1003.36-- relate the importance of the time spent in moderate to vigorous physical activity during the daily routine.1004.5--examine the roles of biology and experience in

X

values and possible biases. brain development.1004.6--describe factors that enhance or inhibit brain growth.1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.12--discuss methods to effectively and appropriately communicate needs, wants and feelings.1004.14--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population1004.15--articulate a personal framework for human services delivery within chosen specialization.1004.19-- compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.

1004.23-- develop strategies for increasing independent choice making, flexibility, imagination and inventiveness.1009.11-- develop personal philosophies relating to educational theory.1009.34--plan and implement a curriculum using the Project Approach.

ELA.T.16 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.• Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid

1003.6-- describe components of WV ELSF Domain Areas.1003.34-- assist in the development of action plans for change.1003.36-- relate the importance of the time spent in moderate to vigorous physical activity during the daily routine.1003.47-- utilize the knowledge gained from each domain of child development to describe a comprehensive approach to an early childhood program, and1003.52--describe the importance of aesthetics,

X

comprehension.• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.• Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline.• Provide a concluding statement or section that follows from and supports

flexibility and organization to effective childhood settings.1003.53--describe visual cues that promote independence and decision making.1003.68-- explain requirements and competencies for various positions within the field.1004.10--discuss methods of socialization to various employment settings within early childhood education.1004.11--examine organizational structures including policies and procedures of various industry settings.1004.16-- explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating,

the information or explanation presented (e.g., articulating implications or the significance of the topic).

compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.25-- develop activities and plans for assisting children in developing the characteristics of self-concept, social relationships, family and community and learning from the knowledge objectives.1004.26--describe how language development impacts literacy and development.1004.27--explain methods for expanding vocabulary through daily activities and conversations.1004.36-- describe the mathematics objectives related to the WV ELSF mathematics domain.1004.42--describe how inquiry supports language development.1004.43--describe how inquiry supports cognitive development.

1004.46--describe how the arts supports language development.1004.47--analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.1004.48--describe creative thinking as an approach to learning.1008.2--explain the concept of theory and describe how child care practices develop from theory.1008.6-- explain strategies for implementing practical use of various theories in child care settings.1008.21-- use a community mapping process to identify the various types of resources1009.8-- explain multiple intelligences and construct DAP learning activities that address the needs of different multiple

intelligence.1009.9-- construct purposeful play activities that support essential learning.1009.22--explain and demonstrate use of oral language development assessment tools such as TROLL.1009.23--explain how to develop an understanding of the use and generation of graphic images.1009.24--outline the preschool learning to read and write processes.1009.25--design reading and writing strategies.1009.26--plan and implement a curriculum using the Project Approach.1009.34-- describe how inquiry supports cognitive development.1009.38-- describe creative thinking as an approach to learning.

ELA.T.17 Write narratives to develop real or imagined

1004.26--describe how language development

experiences or events using effective technique, well-chosen details, and well-structured event sequences.• Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.• Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.• Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution.• Use precise words and phrases, effective details, and sensory language to

impacts literacy and development.1004.28--demonstrate how to support language development through meaningful conversations.1004.29--develop plans for modeling and eliciting personal narratives.1004.30--explain and demonstrate use of oral language development assessment tools such as TROLL.1004.32--outline the preschool learning to read and write processes.1004.49--develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.1008.19--explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.1008.20--reflect on the

X

convey a vivid picture of the experiences, events, setting, and/or characters.• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.1008.31--explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.1009.21--develop plans for modeling and eliciting personal narratives.1009.39--develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.1009.46--articulate a personal framework for human services delivery within chosen specialization.

ELA.T.18 Produce clear and coherent writing in which the development, organization, and style are appropriate to

1003.2--determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or

task, purpose, and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)

ECE Pre-Pac.1003.4--discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.7--explain WV STARS.1003.11--describe the early competencies that undergird future learning.1003.12--examine the economic and other benefits of universal pre-k.1003.32--communicate with children's parents or guardians about daily activities, behaviors, and related issues.1003.65--articulate a personal framework for human services delivery within chosen specialization.1008.3--outline the major concepts of various theories listed above.1009.11--develop personal philosophies relating to educational theory.

X

1009.50--complete portfolio for credentialing and employment opportunities.

ELA.T.19 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

1003.3--examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.12--examine the economic and other benefits of universal pre-k.1003.13--review resources available regarding the care and education of children.1003.67--examine methods of giving and receiving supervision.1004.3--analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.1004.4--analyze basic principles of neuroscience.1004.5--examine the roles of biology and experience in

X

brain development.1004.17--examine methods of giving and receiving supervision.1004.20--examine roles for children of different ages within communities.1004.32--outline the preschool learning to read and write processes.1008.20--reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.1008.32--reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.1008.43--examine organizational structures including policies and procedures of various industry settings.1008.49--examine methods of giving and receiving

supervision.1008.50--explain requirements and competencies for various positions within the field.1009.42--examine organizational structures including policies and procedures of various industry settings.1009.48--examine methods of giving and receiving supervision.1009.49--explain requirements and competencies for various positions within the field.1009.50--complete portfolio for credentialing and employment opportunities.

ELA.T.20 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

1003.3--examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.12--examine the economic and other benefits of universal pre-k.1003.13--review resources

X

subject, demonstrating understanding of the subject under investigation.

available regarding the care and education of children.1003.35--analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.37--discover ways of building positive relationships with children,1003.38--explore environments that support social emotional behavior,1003.49--investigate work settings within ECE and the application of DAP.1003.67--examine methods of giving and receiving supervision.1004.3--analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.1004.4--analyze basic principles of neuroscience.

1004.5--examine the roles of biology and experience in brain development.1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.12--discuss methods to effectively and appropriately communicate needs, wants and feelings.1004.15--discuss the development of capacities to follow rules and routines and to use materials purposefully, safely and respectfully.1004.20--examine roles for children of different ages within communities.1004.21--analyze the importance of identifying as a member of a group within a community.1004.22--explain methods for increasing participation in classroom activities and tasks.1004.16--explain the acquisition of the following

skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.17--describe the interactive roles and relationships among family members.1008.24--review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1008.26--explore the process by which early childhood educators ensure that

children have support in the classroom and as they transition to kindergarten.1008.43--examine organizational structures including policies and procedures of various industry settings.1008.48--apply research-based knowledge to practice situations.1008.49--examine methods of giving and receiving supervision.1009.42--examine organizational structures including policies and procedures of various industry settings.1009.47--apply research-based knowledge to practice situations.1009.48--examine methods of giving and receiving supervision.

ELA.T.21 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess

1003.3--examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.12--examine the

the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

economic and other benefits of universal pre-k.1003.13--review resources available regarding the care and education of children.1003.35--analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.37--discover ways of building positive relationships with children,1003.38--explore environments that support social emotional behavior,1003.49--investigate work settings within ECE and the application of DAP.1003.67--examine methods of giving and receiving supervision.1004.3--analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body

X

image and physical mastery) are present.1004.4--analyze basic principles of neuroscience.1004.5--examine the roles of biology and experience in brain development.1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.12--discuss methods to effectively and appropriately communicate needs, wants and feelings.1004.15--discuss the development of capacities to follow rules and routines and to use materials purposefully, safely and respectfully.1004.16--explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities;

experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.17--describe the interactive roles and relationships among family members.1004.20--examine roles for children of different ages within communities.1004.21--analyze the importance of identifying as a member of a group within a community.1004.22--explain methods for increasing participation in classroom activities and tasks.1008.24--review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal

requirements.1008.26--explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.1008.43--examine organizational structures including policies and procedures of various industry settings.1008.48--apply research-based knowledge to practice situations.1008.49--examine methods of giving and receiving supervision.1009.42--examine organizational structures including policies and procedures of various industry settings.1009.47--apply research-based knowledge to practice situations.1009.48--examine methods of giving and receiving supervision.

ELA.T.22 Draw evidence from literary or informational texts to support analysis, reflection, and research.• Apply Transition English Language Arts for Seniors Reading standards to literature.• Apply Transition English Language Arts for Seniors Reading standards to nonfiction and other informational texts.

1003.16--describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).1003.23--explain observation and assessment reporting methods.1003.28--describe the roles and outcomes of DAP play regarding child development.1003.31--describe developmentally appropriate safety practices such as danger symbols, rules for various settings and responses to potentially harmful situations1003.35--analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.1003.36--relate the importance of the time spent in moderate to vigorous physical activity during the daily routine.1003.52--describe the

X

importance of aesthetics, flexibility and organization to effective childhood settings.1003.53--describe visual cues that promote independence and decision making.1003.56--analyze needs for safety, health and comfort and convenience.1003.66--apply research-based knowledge to practice situations.

1004.2--describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.1004.8--analyze factors relevant to physical development at various stages from newborn to adolescence.1004.13--analyze factors that

promote positive relationships between adults and children.1004.16--apply research-based knowledge to practice situations.1004.17--examine methods of giving and receiving supervision.1004.21--plan for intentional readings through selection of books.1004.27--explain methods for expanding vocabulary through daily activities and conversations.1004.42--describe how inquiry supports language development.1004.43--describe how inquiry supports cognitive development.1004.44--demonstrate strategies for guiding children's inquiry process.1004.46--describe how the arts supports language development.1004.48--describe creative thinking as an approach to learning.

1008.2--explain the concept of theory and describe how child care practices develop from theory.1008.4--analyze the values and limits of various theories in relationship to outcomes of child development.1009.6--develop strategies for implementing practical use of classroom data collected through child observations.1009.7--develop personal philosophies relating to educational theory.1009.13--plan for intentional readings through selection of books.1009.37--analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.

ELA.T.23 Write routinely over extended time frames (time for research, reflection, and

1003.11--describe the early competencies that undergird future learning.

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

1003.16--describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).1003.33--identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.1003.34--assist in the development of action plans for change.1003.69--develop portfolio for credentialing and employment opportunities.1004.19--compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.1004.28--demonstrate how to support language development through meaningful conversations.1004.32--outline the preschool learning to read and write processes.1004.33--design reading and

X

writing strategies.1004.34--plan and implement a curriculum using the Project Approach.1008.51--supplement portfolio for credentialing and employment opportunities.1009.7--develop personal philosophies relating to educational theory.1009.11--develop personal philosophies relating to educational theory.1009.50--complete portfolio for credentialing and employment opportunities.

ELA.T.24 Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.• Come to discussions prepared, having read and researched material under

1003.4--discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.8--discuss the WV Infant and Toddler Professional Development Program for Caregivers.1003.9--discuss WV child abuse and neglect laws

X

study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.• Work with peers to promote civil, democratic discussions and decision-making; set clear goals and deadlines, and establish individual roles as needed.• Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.• Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine

including WV Code 49-6A-2.1003.22--discuss the use of observation and assessment findings.1003.26--discuss cultural and environmental influences on child development.1003.32--communicate with children's parents or guardians about daily activities, behaviors, and related issues.1004.10--describe elements of self-concept and characteristics of a person with high self-esteem.1008.19--explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.1008.42--discuss methods of socialization to various employment settings within the chosen specialization area.1009.41--discuss methods of socialization to various employment settings within early childhood education.

what additional information or research is required to deepen the investigation or complete the task.

1009.45--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population

ELA.T.25 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

1003.31--describe developmentally appropriate safety practices such as danger symbols, rules for various settings and responses to potentially harmful situations.1003.37--discover ways of building positive relationships with children,1003.38--explore environments that support social emotional behavior,1004.14-- engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific

X

to that population.1004.16--apply research-based knowledge to practice situations.1004.20--examine roles for children of different ages within communities.1004.24--examine methods for increasing concentration, developing goal-setting and implementing plans.1008.10--consider the benefits of inclusion for preschool children, families and providers.1008.11--identify strategies to create and support collaborative services in inclusive preschool environments.1008.14--explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.1008.22--consider the benefits of inclusion for preschool children, families and providers.1009.2--identify strategies

for setting up and maintaining a quality classroom environment.1009.5--identify strategies that prompt developmentally appropriate activities in the classroom.1009.8--explain multiple intelligences and construct DAP learning activities that address the needs of different multiple intelligence.1009.45--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.

ELA.T.26 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

1003.24--encourage understanding of others and apply DAP positive communication skills. 1004.10--describe elements of self-concept and characteristics of a person

with high self-esteem.1004.14--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.1004.21--analyze the importance of identifying as a member of a group within a community.1008.4—analyze the values and limits of various theories in relationship to outcomes of child development.1008.13—consider the vision and dreams that family members hold for their child and how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.1008.19—explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their

X

current perspectives.1008.22—consider the benefits of inclusion for preschool children, families and providers.1008.35—consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP.

1009.20—demonstrate how to support language development through meaningful conversations.1009.45--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.

ELA.T.27 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; address

1004.16--explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in

alternative or opposing perspectives, and determine if the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1003.17—articulate the importance of applying developmentally appropriate practices to child care and learning.1003.32—communicate with children's parents or guardians about daily activities, behaviors, and related issues.1003.36—relate the importance of the time spent in moderate to vigorous physical activity during the daily routine.1004.14—discuss the development of capacities to follow rules and routines and to use materials purposefully, safely and

X

respectfully.1004.18—describe roles and relationships of community members.1004.27—explain methods for expanding vocabulary through daily activities and conversations.1004.28—demonstrate how to support language development through meaningful conversations.1004.46—describe how the arts supports language development.1004.48—describe creative thinking as an approach to learning.1008.6—explain strategies for implementing practical use of various theories in child care settings.1008.8—demonstrate metacommunication behavior and construct metacommunication activities.1009.47—apply research-based knowledge to practice situations.

ELA.T.28 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

1003.57--develop activity center plans that address different developmental domains and that accommodate varying numbers of people.1004.14--demonstrate methods for expressing empathy and caring for others.1004.16--explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.22--explain methods for increasing participation in classroom activities and

X

tasks.1004.25--develop activities and plans for assisting children in developing the characteristics of self-concept, social relationships, family and community and learning from the knowledge objectives.1004.28--demonstrate how to support language development through meaningful conversations.1004.31--explain how to develop an understanding of the use and generation of graphic images.1004.49--develop strategies for self-expression through a variety of activities in techniques in the domain areas of music and movement, visual art and dramatic play.1008.33--use a community mapping process to identify the various types of resources available with a focus on what could be used to support children with disabilities.

1008.43--examine organizational structures including policies and procedures of various industry settings.1009.9--construct purposeful play activities that support essential learning.

ELA.T.29 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Transition English Language Arts Language standards for specific expectations.)

1003.32--communicate with children's parents or guardians about daily activities, behaviors, and related issues.1003.64--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.1004.14—demonstrate methods for expressing empathy and caring for others.1004.14—engage with individual, family, group, organization or community clients/representatives to identify concerns and

X

activities to alleviate identified problems specific to that population.1004.18—describe roles and relationships of community members.1004.18—explain requirements and competencies for various positions within the field.

1008.35--consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP. 1008.46--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.

ELA.T.30 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1003.17—articulate the importance of applying developmentally appropriate practices to child care and learning.

• Apply the understanding that usage is a matter of convention, can change over time and is sometimes contested. • Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage or Garner’s Modern American Usage) as needed.

1003.32--communicate with children's parents or guardians about daily activities, behaviors, and related issues.1003.64--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.1003.69--develop portfolio for credentialing and employment opportunities.1004.19--compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.1004.28--demonstrate how to support language development through meaningful conversations.1004.32--outline the preschool learning to read and write processes.1004.33--design reading and writing strategies.

X

Standards do not directly address grammar and usage. However, command of language is implied in all written and oral communication standards. Grammar and usage rules could easily be implemented during the editing/revision stage.

1008.48--apply research-based knowledge to practice situations.1008.49--examine methods of giving and receiving supervision.1009.42--examine organizational structures including policies and procedures of various industry settings.1009.47--apply research-based knowledge to practice situations.1009.48--examine methods of giving and receiving supervision.1008.35--consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP.

ELA.T.31 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or

1003.2--determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or ECE Pre-Pac.1003.4--discuss policies regarding employment in X

listening. • Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.6-- describe components of WV ELSF Domain Areas.1003.12--examine the economic and other benefits of universal pre-k.1003.34-- assist in the development of action plans for change,1003.47-- utilize the knowledge gained from each domain of child development to describe a comprehensive approach to an early childhood program,1003.65--articulate a personal framework for human services delivery within chosen specialization.1003.69--develop portfolio for credentialing and employment opportunities.1004.16-- explain the acquisition of the following skills related to cooperation:

developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.19--compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.1004.28--demonstrate how to support language development through meaningful conversations.1004.32--outline the preschool learning to read and write processes.1004.33--design reading and writing strategies.1004.34--plan and

implement a curriculum using the Project Approach.1009.11--develop personal philosophies relating to educational theory.1009.18-- describe how language development impacts literacy development.1009.50--complete portfolio for credentialing and employment opportunities.

ELA.T.32 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies. • Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

1003.3-- examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.4-discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.5-- analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family

X

(e.g., conceive, conception, conceivable). • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage. • Verify the initial determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

child care home registration.1003.6- describe components of WV ELSF Domain Areas.1003.7- explain WV STARS.1003.8- discuss the WV Infant and Toddler Professional Development Program for Caregivers.1003.9- discuss WV child abuse and neglect laws including WV Code 49-6A-2.1003.13-- review resources available regarding the care and education of children.1003.16-describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).1003.19-- examine introductory theoretical principles.1008.1- Students will demonstrate knowledge of:

personal educational theory

Learning theory Constructivism Social constructivism

1008.8- demonstrate metacommunication behavior and construct metacommunication activities.1008.12-review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements. 1008.24-- review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.1008.25-- consider the vision and dreams that family members hold for their child and how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.1008.37-- apply the

definition of school readiness to authentic situations.1008.45-- identify conceptual frameworks applied in various settings.

ELA.T.33 Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

1003.3-- examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.1003.4-discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.1003.5-- analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.1003.6- describe components of WV ELSF Domain Areas.1003.7- explain WV STARS.1003.8- discuss the WV Infant and Toddler

X

Professional Development Program for Caregivers.1003.9- discuss WV child abuse and neglect laws including WV Code 49-6A-2.1003.16-describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC). 1003.32--communicate with children's parents or guardians about daily activities, behaviors, and related issues.1003.64--engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.1004.2--describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety

development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.1004.16-- explain the acquisition of the following skills related to cooperation: developing and sustaining friendships with peers; managing transitions and adapting to change in routines; initiating or joining classroom activities; experiencing cooperative group play; sharing materials and experiences and for taking turns; negotiating, compromising and discussion skills required for conflict resolution; and accepting guidance and directions from familiar adults.1004.21-- develop plans for modeling and eliciting personal narratives.1004.28--demonstrate how to support language development through meaningful conversations.1008.1- Students will

demonstrate knowledge of: personal educational

theory Learning theory Constructivism Social constructivism

1008.2 -explain the concept of theory and describe how child care practices develop from theory.1008.8- demonstrate metacommunication behavior and construct metacommunication activities.1008.12-review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements. 1008.24-- review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.

1008.37-- apply the definition of school readiness to authentic situations.1009.13-- plan for intentional readings through selection of books.1009.22--explain and demonstrate use of oral language development assessment tools such as TROLL.