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Illinois Early Learning Guidelines Alignment with FunShine Express® Curriculum Ages 3 - 5 Years Illinois Early Learning Guidelines FunShine Early Learning and Development Continuum LA Language Arts 1: Language/Literacy 1. Demonstrate increasing competence in oral communication (listening and speaking). L1 Receptive Language (Listening), L2 Expressive Language (Speaking), SE2 Trust and Relationships, SE3 Feelings and Emotions 1.A.ECa Follow simple one-, two- and three-step directions. L1.1(3) Follows two and three-step directions of increasing complexity; listens and responds to simple rhymes and rhythms; gains meaning listening to stories, informational texts, directions, and conversations with adult support; understands verbal and nonverbal cues. 1.A.ECb Respond appropriately to questions from others. L1.1(3) Follows two and three-step directions of increasing complexity; listens and responds to simple rhymes and rhythms; gains meaning listening to stories, informational texts, directions, and conversations with adult support; understands verbal and nonverbal cues. 1.A.ECc Provide comments relevant to the context. L2.1(3) Speaks more clearly and is understood by most familiar adults; asks simple questions to extend conversation; begins to use some verbal and nonverbal conversational rules; listens to and repeats words in world languages and sign language. L2.1(4) Speaks clearly and is understood by most familiar and unfamiliar adults; initiates asking questions and responds in conversation with others; shares opinions, experiences, and ideas with others; uses most verbal and nonverbal conversational rules appropriately; listens to, repeats, and recalls words expressed in world languages and sign language. 1.A.ECd Identify emotions from facial expressions and body language. SE3.2(4) Recognizes and describes a wide range of emotions in self and others; provides reasoning for feelings and problem-solving strategies for dealing with negative emotions SE3.1(3) Acknowledges various emotions and feelings of others; may offer to help meet the needs of others 1.B.ECa Use language for a variety of purposes. L2.1(3) Speaks more clearly and is understood by most familiar adults; asks simple questions to extend

Illinois Early Learning Guidelines Alignment with FunShine

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Page 1: Illinois Early Learning Guidelines Alignment with FunShine

Illinois Early Learning GuidelinesAlignment with FunShine Express® Curriculum

Ages 3 - 5 Years

Illinois Early Learning Guidelines FunShine Early Learning and DevelopmentContinuum

LA Language Arts 1: Language/Literacy

1. Demonstrate increasing competence in oralcommunication (listening and speaking).

L1 Receptive Language (Listening), L2 ExpressiveLanguage (Speaking), SE2 Trust and Relationships,SE3 Feelings and Emotions

1.A.ECa Follow simple one-, two- and three-stepdirections.

L1.1(3) Follows two and three-step directions ofincreasing complexity; listens and responds to simplerhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations withadult support; understands verbal and nonverbal cues.

1.A.ECb Respond appropriately to questions from others.

L1.1(3) Follows two and three-step directions ofincreasing complexity; listens and responds to simplerhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations withadult support; understands verbal and nonverbal cues.

1.A.ECc Provide comments relevant to the context.

L2.1(3) Speaks more clearly and is understood by mostfamiliar adults; asks simple questions to extendconversation; begins to use some verbal and nonverbalconversational rules; listens to and repeats words inworld languages and sign language.L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

1.A.ECd Identify emotions from facial expressions andbody language.

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotionsSE3.1(3) Acknowledges various emotions and feelingsof others; may offer to help meet the needs of others

1.B.ECa Use language for a variety of purposes. L2.1(3) Speaks more clearly and is understood by mostfamiliar adults; asks simple questions to extend

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conversation; begins to use some verbal and nonverbalconversational rules; listens to and repeats words inworld languages and sign language.L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

1.B.ECb With teacher assistance, participate incollaborative conversations with diverse partners (e.g.,peers and adults in both small and large groups) aboutage-appropriate topics and texts.

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

1.B.ECc Continue a conversation through two or moreexchanges.

L2.1(3) Speaks more clearly and is understood by mostfamiliar adults; asks simple questions to extendconversation; begins to use some verbal and nonverbalconversational rules; listens to and repeats words inworld languages and sign language.L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

1.B.ECd Engage in agreed-upon rules for discussions(e.g., listening, making eye contact, taking turnsspeaking).

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.SE2.1(4) Seeks help, approval, or information from awidening group of adults in trusted roles; uses socially

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appropriate behavior with adultsSE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

1.C.ECa Describe familiar people, places, things, andevents and, with teacher assistance, provide additionaldetail.

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.SS2.1(3) Describes characteristics of things in theenvironment at school and home; builds roads andhouses using blocks; begins to represent people, places,and things through drawings, movements, andconstruction across learning domains

1.D.ECa With teacher assistance, use complete sentencesin speaking with peers and adults in individual and groupsituations.

L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

1.D.ECb Speak using age-appropriate conventions ofstandard english grammar and usage.

L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

1.D.ECc Understand and use question words in speaking.

L2.1(3) Speaks more clearly and is understood by mostfamiliar adults; asks simple questions to extendconversation; begins to use some verbal and nonverbalconversational rules; listens to and repeats words inworld languages and sign language.L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

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1.E.ECa With teacher assistance, begin to useincreasingly complex sentences.

L2.3(3) Communicates in expanding sentences; usesgrammar rules that are age-appropriate.L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

1.E.ECb Exhibit curiosity and interest in learning newwords heard in conversations and books.

L1.1(4) Follows multi-step directions of increasingcomplexity; listens and responds to more complexrhymes and rhythms; gains meaning listening to stories,informational texts, directions, and conversations.L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.

1.E.ECc With teacher assistance, use new wordsacquired through conversations and book-sharingexperiences.

L2.1(4) Speaks clearly and is understood by mostfamiliar and unfamiliar adults; initiates asking questionsand responds in conversation with others; sharesopinions, experiences, and ideas with others; uses mostverbal and nonverbal conversational rules appropriately;listens to, repeats, and recalls words expressed in worldlanguages and sign language.L2.2(4) Demonstrates understanding and use of rapidlyexpanding vocabulary, including language of specificlearning domains and more abstract concepts; identifiesword pairs that describe opposite concepts.

1.E.ECd With teacher assistance, explore wordrelationships to understand the concepts represented bycommon categories of words (e.g., food, clothing,vehicles).

L2.2(3) Converses with a rapidly expanding vocabulary;understands words and meanings from growing numberof topics and learning domains; demonstratesunderstanding of some opposite concepts.L2.2(4) Demonstrates understanding and use of rapidlyexpanding vocabulary, including language of specificlearning domains and more abstract concepts; identifiesword pairs that describe opposite concepts.

1.E.ECe With teacher assistance, use adjectives todescribe people, places, and things.

L2.2(4) Demonstrates understanding and use of rapidlyexpanding vocabulary, including language of specificlearning domains and more abstract concepts; identifiesword pairs that describe opposite concepts.L2.3(4) Connects phrases and sentences to build ideas;speaks in complex sentences using some correct rules ofgrammar.

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2. Demonstrate understanding and enjoyment ofliterature.

L1 Receptive Language (Listening), L3 FoundationalReading

2.A.ECa Engage in book-sharing experiences withpurpose and understanding.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

2.A.ECb Look at books independently, pretending toread.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

2.B.ECa With teacher assistance, ask and answerquestions about books read aloud.

L3.2(3) With adult support and picture cues, showsunderstanding of texts read aloud by answering simplequestions, acting out parts, and identifying charactersfrom literature or important facts from nonfiction texts.L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

2.B.ECb With teacher assistance, retell familiar storieswith three or more key events.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifies

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cover of a book; begins to understand story structure(beginning, middle, end).L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

2.B.ECc With teacher assistance, identify maincharacter(s) of the story.

L3.2(3) With adult support and picture cues, showsunderstanding of texts read aloud by answering simplequestions, acting out parts, and identifying charactersfrom literature or important facts from nonfiction texts.

2.C.ECa Interact with a variety of types of texts (e.g.,storybooks, poems, rhymes, songs).

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).SS3.1(3) Shows awareness of and appreciation forfamily and cultural stories, music, and rhymes; identifiescultural characteristics of self, family, and community

2.C.ECb Identify the front and back covers of books anddisplay the correct orientation of books and page-turningskills.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

2.C.ECc With teacher assistance, describe the role of anauthor and illustrator.

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

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2.D.ECa With teacher assistance, discuss illustrations inbooks and make personal connections to the pictures andstory.

L3.1(3) Shows interest/motivation in readingfiction/nonfiction; follows along as a book is read;attempts to retell a story by looking at illustrations;handles books appropriately; chooses books; identifiescover of a book; begins to understand story structure(beginning, middle, end).L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

2.D.ECb With teacher assistance, compare and contrasttwo stories relating to the same topic.

L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

3. Demonstrate interest in and understanding ofinformational text.

L1 Receptive Language (Listening), L3 FoundationalReading

3.A.ECa With teacher assistance, ask and answerquestions about details in a nonfiction book.

L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

3.A.ECb With teacher assistance, retell detail(s) aboutmain topic in a nonfiction book.

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

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3.B.ECa With teacher assistance, identify basicsimilarities and differences in pictures and informationfound in two texts on the same topic.

L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (tableof contents, index, glossary, characters, etc).

4. Demonstrate increasing awareness of andcompetence in emergent reading skills and abilities. L3 Foundational Reading, L4 Writing

4.A.ECa Recognize the differences between print andpictures.

L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

4.A.ECb Begin to follow words from left to right, top tobottom, and page by page.

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).

4.A.ECc Recognize the one-to-one relationship betweenspoken and written words.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

4.A.ECd Understand that words are separated by spacesin print.

L3.1(4) Shows increasing interest/motivation in readingfiction/nonfiction; follows along as book is read; retellsor "reads" a story by reviewing illustrations or frommemory; demonstrates understanding of process ofreading (left to right, front to back, top to bottom);describes the roles of author and illustrator; understandsstory structure (beginning, middle, end).L3.2(4) Shows understanding of texts read aloud byrecalling part or most and representing it with play ormedia, asking and answering questions, connecting itwith personal experiences, making predictions andcomparing similar texts, discussing parts of a text (table

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of contents, index, glossary, characters, etc).

4.A.ECe Recognize that letters are grouped to formwords.

L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

4.A.ECf Differentiate letters from numerals.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

4.B.ECa With teacher assistance, recite the alphabet.

L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

4.B.ECb Recognize and name some upper/lowercaseletters of the alphabet, especially those in own name.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

4.B.ECc With teacher assistance, match someupper/lowercase letters of the alphabet.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especially

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those in own name, recognizes and names some letters)and identifies some environmental print when prompted.L3.4(4) Demonstrates growing alphabetic knowledge(recites alphabet; names and recognizes most letters andsounds); shows awareness of the uses and functions ofenvironmental print, symbols, and other forms of print toconvey meaning; recognizes that different text forms areused for different purposes.

4.B.ECd With teacher assistance, begin to form someletters of the alphabet, especially those in own name.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

4.C.ECa Recognize that sentences are made up ofseparate words.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

4.C.ECb With teacher assistance, recognize and matchwords that rhyme.

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.C.ECc Demonstrate ability to segment and blendsyllables in words (e.g., "trac/tor, tractor").

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginning

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sound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.C.ECd With teacher assistance, isolate and pronouncethe initial sounds in words.

L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.C.ECe With teacher assistance, blend sounds(phonemes) in one-syllable words (e.g., /c/ /a/ /t/ = cat).

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.C.ECf With teacher assistance, begin to segmentsounds (phonemes) in one-syllable words (e.g., cat = /c//a/ /t/).

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.C.ECg With teacher assistance, begin to manipulatesounds (phonemes) in words (e.g., changing cat to hat tomat).

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

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4.D.ECa Recognize own name and common signs andlabels in the environment.

L3.4(3) Begins to develop alphabetic knowledge (singsthe alphabet song, may identify some letters, especiallythose in own name, recognizes and names some letters)and identifies some environmental print when prompted.

4.D.ECb With teacher assistance, demonstrateunderstanding of the one-to-one correspondence ofletters and sounds.

L3.3(3) Begins to exhibit phonological awareness(recognizes and produces rhyming words with support,pronounces and segments syllables with support usingactions [clapping], repeats alliteration [series of wordsbeginning with same letter sound in a text] during wordplay and recognizes words with common beginningsound).L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

4.D.ECc With teacher assistance, begin to useknowledge of letters and sounds to spell wordsphonetically.

L3.3(4) Exhibits age-appropriate phonological awareness(combines syllables to make a word, combines words tomake compound words, associate sounds with letters andwords, recognizes alliteration and words that rhyme).

5. Demonstrate increasing awareness of andcompetence in emergent writing skills and abilities. L4 Writing

5.A.ECa Experiment with writing tools and materials.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

5.A.ECb Use scribbles, letterlike forms, or letters/wordsto represent written language.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

5.A.ECc With teacher assistance, write own first nameusing appropriate upper/lowercase letters.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).

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L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

5.B.ECa With teacher assistance, use a combination ofdrawing, dictating, or writing to express an opinion abouta book or topic.

L4.1(3) Shows interest in written expression: scribblingand letter-like forms, drawing shapes or people, retellingrecent events; shows awareness that a word is made upof letters; demonstrates age-appropriate writing (tracing,copying letters in own name and numbers, copyingshapes and symbols).L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

5.B.ECb With teacher assistance, use a combination ofdrawing, dictating, or writing to composeinformative/explanatory texts in which they name whatthey are writing about and supply some informationabout the topic.

L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

5.B.ECc With teacher assistance, use a combination ofdrawing, dictating, or writing to narrate a single eventand provide a reaction to what happened.

L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

5.C.ECa Participate in group projects or units of studydesigned to learn about a topic of interest.

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

5.C.ECb With teacher assistance, recall factualinformation and share that information through drawing,dictation, or writing.

L4.1(4) Engages in written expression; draws people,responds to texts, describes or dictates experiences andevents; prints some letters in meaningful words withadult modeling; uses invented spelling; writes mostnumerals to 20; copies or writes own name.

MA Mathematics 2: Math, 3: ScienceM1 Number Sense, Quantity, and Operations

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6. Demonstrate and apply a knowledge and sense ofnumbers, including numeration and operations.

6.A.ECe Differentiate numerals from letters andrecognize some single-digit written numerals.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.A.ECf Verbally recite numbers from 1 to 10.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).

6.A.ECg Be able to say the number after another in theseries up to 9 when given a "running start," as in "Whatcomes after one, two, three, four...?".

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.B.ECa Recognize that numbers (or sets of objects) canbe combined or separated to make another number.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,

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etc.).M1.2(3) Understands adding objects to a group makes itlarger and taking away objects from a group makes itsmaller.

6.B.ECb Show understanding of how to count out andconstruct sets of objects of a given number up to 5.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).M1.2(3) Understands adding objects to a group makes itlarger and taking away objects from a group makes itsmaller.M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

6.B.ECc Identify the new number created when smallsets (up to 5) are combined or separated.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

6.B.ECd Informally solve simple mathematical problemspresented in a meaningful context.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).M1.2(3) Understands adding objects to a group makes itlarger and taking away objects from a group makes itsmaller.

6.B.ECe Fairly share a set of up to 10 items between twochildren.

M1.2(4) Understands adding and subtracting from a set;begins to understand dividing sets into parts up tofourths.

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6.C.ECa Estimate number of objects in a small set.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.D.ECa Compare two collections to see if they are equalor determine which is more, using a procedure of thechild's choice.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.D.ECb Describe comparisons with appropriatevocabulary, such as "more", "less", "greater than","fewer", "equal to", or "same as".

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.A.ECa Count with understanding and recognize "howmany" in small sets up to 5.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

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6.A.ECb Use subitizing (the rapid and accurate judgmentof how many items there are without counting) toidentify the number of objects in sets of 4 or less.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.A.ECc Understand and appropriately use informal oreveryday terms that mean zero, such as "none" or"nothing".

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

6.A.ECd Connect numbers to quantities they representusing physical models and informal representations.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).

7. Explore measurement of objects and quantities. M1 Number Sense, Quantity, and Operations, M3

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Measurement and Data

7.A.ECa Compare, order, and describe objects accordingto a single attribute.

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.A.ECb Use nonstandard units to measure attributessuch as length and capacity.

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.A.ECc Use vocabulary that describes and compareslength, height, weight, capacity, and size.

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)

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in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.A.ECd Begin to construct a sense of time throughparticipation in daily activities.

M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.B.ECa Practice estimating in everyday play andeveryday measurement problems.

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.C.ECa With teacher assistance, explore use ofmeasuring tools that use standard units to measureobjects and quantities that are meaningful to the child.

M3.1(3) Uses words to describe measurable attributes(quantity, length, weight); observes and explores ways touse tools to measure objects; identifies/names/usesstandard and non-standard units/tools of measure (paperclips, ruler, scale, measuring cups, etc.) in activities withadult support across learning domains; arranges objectsaccording to one measurable attribute.M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,

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same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

7.C.ECb Know that different attributes, such as length,weight, and time, are measured using different kinds ofunits, such as feet, pounds, and seconds.

M3.1(4) Uses words to describe and comparemeasurable attributes (quantity, length, weight, time,capacity) between two or more groups across learningdomains; uses standard and non-standard units ofmeasure (paper clips, ruler, scale, measuring cups, etc.)in activities and discusses findings; arranges objectsaccording to one or more attributes (longer, shorter,same); begins to understand time concepts (one minutevs. ten minutes) and tools (clocks, timers, calendars).

8. Identify and describe common attributes, patterns,and relationships in objects. M4 Patterns, Sorting/Classifying, Reasoning

8.A.ECa Sort, order, compare, and describe objectsaccording to characteristics or attribute(s).

M4.2(4) Matches/sorts/classifies by color, size, shape,texture; describes sorting rules; classifies by more thanone attribute into two or more groups across learningdomains.M4.2(3) Shows increasing ability to match/sort/classifyby color, size, shape; classifies by one attribute andmakes comparisons across learning domains.

8.A.ECb Recognize, duplicate, extend, and create simplepatterns in various formats.

M4.1(3) Recognizes patterns telling what comes next;duplicates simple patterns; identifies pattern groups;seriates a group of like objects (small, medium, large;light, dark).M4.1(4) Duplicates/extends simple patterns; creates newpatterns; seriates a group of like objects in more than oneway (lighter to darker; smallest to largest, etc.).

8.B.ECa With adult assistance, represent a simplerepeating pattern by verbally describing it or bymodeling it with objects or actions.

M4.1(3) Recognizes patterns telling what comes next;duplicates simple patterns; identifies pattern groups;seriates a group of like objects (small, medium, large;light, dark).

9. Explore concepts of geometry and spatial relations. M1 Number Sense, Quantity, and Operations, M2Geometry and Spatial Sense

9.A.ECa Recognize and name common two- andthree-dimensional shapes and describe some of theirattributes (e.g., number of sides, straight or curved lines).

M2.1(3) Locates and names different sizes andorientations of shapes in the environment; describesattributes of shapes; uses 2D and 3D shapes to createpictures or structures; decomposes shapes.M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations noting

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similarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

9.A.ECb Sort collections of two- and three-dimensionalshapes by type (e.g., triangles, rectangles, circles, cubes,spheres, pyramids).

M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations notingsimilarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

9.A.ECc Identify and name some of the faces (flat sides)of common three-dimensional shapes usingtwo-dimensional shape names.

M2.1(3) Locates and names different sizes andorientations of shapes in the environment; describesattributes of shapes; uses 2D and 3D shapes to createpictures or structures; decomposes shapes.M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations notingsimilarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

9.A.ECd Combine two-dimensional shapes to create newshapes.

M2.1(3) Locates and names different sizes andorientations of shapes in the environment; describesattributes of shapes; uses 2D and 3D shapes to createpictures or structures; decomposes shapes.M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations notingsimilarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

9.A.ECe Think about/imagine how altering the spatialorientation of a shape will change how it looks (e.g.,turning it upside down).

M2.1(4) Names 2D shapes no matter the size ororientation; describes and compares attributes of 2D and3D shapes of different sizes and orientations notingsimilarities and differences; uses 2D and 3D shapes tocreate real-world representations of objects; begins tounderstand symmetry; composes and decomposesshapes; copies/draws simple shapes independently.

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9.B.ECa Show understanding of location and ordinalposition.

M1.1(3) Grows in rote counting and sequencing ofnumbers to 10 and beyond; identifies some writtennumerals in everyday environment; begins to understandone-to-one correspondence; compares quantities andidentifies more/less; begins to subitize (recognizesnumber of objects in a small set without counting - twoblocks); understands ordinal terms (1st, 2nd, etc.).M2.2(3) Uses simple positional words (top/bottom,up/down, in/out, on/off, etc.) to describe location acrosslearning domains; uses simple directions to move fromplace to place.

9.B.ECb Use appropriate vocabulary for identifyinglocation and ordinal position.

M1.1(4) Grows in rote counting and sequencing ofnumbers to 20 and beyond; identifies written numerals toat least 20; compares quantities in sets and identifiesmore/less/equal; subitizes (recognizes small number ofobjects in a set without counting - three blocks, dots on adie); understands and uses ordinal terms (1st, 2nd, 3rd,etc.).M2.2(3) Uses simple positional words (top/bottom,up/down, in/out, on/off, etc.) to describe location acrosslearning domains; uses simple directions to move fromplace to place.M2.2(4) Uses positional and relational words(above/below, front/behind, near/far, beside, next to,between, etc.) to describe location across learningdomains; uses increasingly complex directions to movefrom place to place; begins to distinguish between rightand left.

10. Begin to make predictions and collect datainformation.

M1 Number Sense, Quantity, and Operations, M3Measurement and Data, SC1 Observation andInquiry

10.A.ECa With teacher assistance, come up withmeaningful questions that can be answered throughgathering information.

M3.2(4) Develops growing abilities to collect, describe,and record information to answer simple questions acrosslearning domains.SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

10.A.ECb Gather data about themselves and theirsurroundings to answer meaningful questions.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asks

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questions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

10.B.ECa Organize, represent, and analyze informationusing concrete objects, pictures, and graphs, with teachersupport.

M3.2(3) With adult support, collects and recordsinformation in different ways across learning domain(discussion, maps, charts).M3.2(4) Develops growing abilities to collect, describe,and record information to answer simple questions acrosslearning domains.SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

10.B.ECb Make predictions about the outcome prior tocollecting information, with teacher support and multipleexperiences over time.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.

10.C.ECa Describe likelihood of events with appropriatevocabulary, such as "possible", "impossible", "always",and "never".

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

SC Science 3: Science11. Demonstrate curiosity about the world and beginto use the practices of science and engineering. SC1 Observation and Inquiry

11.A.ECa Express wonder and curiosity about theirworld by asking questions, solving problems, anddesigning things.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

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11.A.ECb Develop and use models to represent theirideas, observations, and explanations through approachessuch as drawing, building, or modeling with clay.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

11.A.ECc Plan and carry out simple investigations.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.

11.A.ECd Collect, describe, compare, and recordinformation from observations and investigations.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

11.A.ECe Use mathematical and computational thinking.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

11.A.ECf Make meaning from experience andinformation by describing, talking, and thinking aboutwhat happened during an investigation.

SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

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11.A.ECg Generate explanations and communicate ideasand/or conclusions about their investigations.

SC1.1(3) Uses senses to make increasingly complexobservations in the environment; makes simplepredictions and plans to carry out investigations;describes observations.SC1.1(4) Uses steps of the scientific inquiry process andall five senses to purposely explore materials; asksquestions (why, where, when, how, what) and seeksanswers through exploration; makes and explainsobservations, makes predictions based on observationsand past experiences, and draws conclusions; classifiesobjects by function.

12. Explore concepts and information about thephysical, earth, and life sciences.

SC2 Physical Science, SC3 Life Science, SC4 EarthScience and Environment

12.A.ECa Observe, investigate, describe, and categorizeliving things.

SC3.1(3) Identifies and compares attributes andproperties of living vs. non-living things; recognizeschanges in living things over lifespans; distinguishesbetween adults and offspring; understands needs ofliving things in order to live (water, food, sunlight,shelter).SC3.1(4) Groups and classifies living things by features;investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).

12.A.ECb Show an awareness of changes that occur inoneself and the environment.

SC3.1(3) Identifies and compares attributes andproperties of living vs. non-living things; recognizeschanges in living things over lifespans; distinguishesbetween adults and offspring; understands needs ofliving things in order to live (water, food, sunlight,shelter).SC3.1(4) Groups and classifies living things by features;investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).

12.B.ECa Describe and compare basic needs of livingthings.

SC3.1(3) Identifies and compares attributes andproperties of living vs. non-living things; recognizeschanges in living things over lifespans; distinguishesbetween adults and offspring; understands needs ofliving things in order to live (water, food, sunlight,shelter).SC3.1(4) Groups and classifies living things by features;

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investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).

12.B.ECb Show respect for living things.SC3.2(3) Shows respect for living things.SC3.2(4) Shows respect and cares for living things(water plants; cares for class pets).

12.C.ECa Identify, describe, and compare the physicalproperties of objects.

SC2.1(3) With adult prompting and support, investigatesand describes how an object's speed and direction can bechanged by using different forces (kick, push, pull);experiments with light and sound; identifies andcategorizes familiar sounds; experiments and observeshow properties of matter can transform or combine(water + dirt; freezing water to ice).SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction andspeed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

12.C.ECb Experiment with changes in matter whencombined with other substances.

SC2.1(3) With adult prompting and support, investigatesand describes how an object's speed and direction can bechanged by using different forces (kick, push, pull);experiments with light and sound; identifies andcategorizes familiar sounds; experiments and observeshow properties of matter can transform or combine(water + dirt; freezing water to ice).SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction andspeed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

12.D.ECa Describe the effects of forces in nature. SC2.1(3) With adult prompting and support, investigatesand describes how an object's speed and direction can bechanged by using different forces (kick, push, pull);experiments with light and sound; identifies andcategorizes familiar sounds; experiments and observeshow properties of matter can transform or combine(water + dirt; freezing water to ice).SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction and

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speed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

12.D.ECb Explore the effect of force on objects in andoutside the early childhood environment.

SC2.1(3) With adult prompting and support, investigatesand describes how an object's speed and direction can bechanged by using different forces (kick, push, pull);experiments with light and sound; identifies andcategorizes familiar sounds; experiments and observeshow properties of matter can transform or combine(water + dirt; freezing water to ice).SC2.1(4) With adult support, predicts and experimentswith the movement of objects by changing direction andspeed to see how far objects move; creates and describesdifferent sounds; explores shadows and light;experiments, observes, and describes how matter canchange from one form to another (solids, liquids, gases).

12.E.ECa Observe and describe characteristics of earth,water, and air.

SC3.1(3) Identifies and compares attributes andproperties of living vs. non-living things; recognizeschanges in living things over lifespans; distinguishesbetween adults and offspring; understands needs ofliving things in order to live (water, food, sunlight,shelter).SC3.1(4) Groups and classifies living things by features;investigates and compares living vs. non-living things;shows understanding and describes life cycles; knowsand explains basic needs of living things (food chains,energy from sun, habitats).SC4.1(4) Compares seasons and describes currentweather conditions and how weather changes each day;understands and describes the effects of sunlight;specifies earth features.

12.E.ECb Participate in discussions about simple ways totake care of the environment.

SC3.2(4) Shows respect and cares for living things(water plants; cares for class pets).SC4.2(3) Begins to understand that people share theenvironment with other people, animals, and plants, andthat we must take care of it.SC4.2(4) Engages in caring for the environment andconservation.

12.F.ECa Observe and discuss changes in weather andseasons using common vocabulary.

SC4.1(3) Names objects seen in the sky and describesfeatures of the earth and sky and differences between dayand night; describes common weather conditions in

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current season.SC4.1(4) Compares seasons and describes currentweather conditions and how weather changes each day;understands and describes the effects of sunlight;specifies earth features.

13. Understand important connections andunderstandings in science and engineering. SC1 Observation and Inquiry, SC2 Physical Science

13.A.ECa Begin to understand basic safety practices onemust follow when exploring and engaging in science andengineering investigations.

SC1.2(3) Uses simple tools to investigate and gatherinformation (magnifying glass, scale, bug catcher);groups materials according to observed features.PD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

13.B.ECa Use nonstandard and standard scientific toolsfor investigation.

SC1.2(3) Uses simple tools to investigate and gatherinformation (magnifying glass, scale, bug catcher);groups materials according to observed features.SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

13.B.ECb Become familiar with technological tools thatcan aid in scientific inquiry.

SC1.2(4) Uses equipment and tools to gather informationand explains findings to aid in investigation (scale, map,binoculars).

SS Social Studies 4: Social Studies, 5: Social-Emotional Development

14. Understand some concepts related to citizenship. SS3 Culture, Family, and Community, SS4Government, Economics, and Technology

14.A.ECa Recognize the reasons for rules in the homeand early childhood environment and for laws in thecommunity.

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are importantSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

14.A.ECb Contribute to the well-being of one's earlychildhood environment, school, and community.

SS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carries

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out classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

14.C.ECa Participate in voting as a way of makingchoices.

SS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

14.D.ECa Develop an awareness of what it means to be aleader.

SS3.3(4) Identifies and describes the roles of a variety ofcommunity helpers, parents' jobs, and careers; adoptswide variety of family and community helpers duringdramatic playSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

14.D.ECb Participate in a variety of roles in the earlychildhood environment.

SS3.3(3) Recognizes and identifies some communityhelpers, parents' jobs, and careers; adopts roles of familyand community helpers during dramatic play withrealistic propsSS3.3(4) Identifies and describes the roles of a variety ofcommunity helpers, parents' jobs, and careers; adoptswide variety of family and community helpers duringdramatic playSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

15. Explore economic systems and humaninterdependence.

SS3 Culture, Family, and Community, SS4Government, Economics, and Technology

15.A.ECa Describe some common jobs and what isneeded to perform those jobs.

SS3.3(3) Recognizes and identifies some communityhelpers, parents' jobs, and careers; adopts roles of familyand community helpers during dramatic play withrealistic props

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SS3.3(4) Identifies and describes the roles of a variety ofcommunity helpers, parents' jobs, and careers; adoptswide variety of family and community helpers duringdramatic play

15.A.ECb Discuss why people work.

SS4.2(3) Understands that adults must work to earnmoney and that money is used to pay for goods andservices; develops awareness of difference betweenneeds and wants and identifies ways to fulfill themthrough conversation and dramatic play

15.B.ECa Understand that some resources and money arelimited.

SS4.2(3) Understands that adults must work to earnmoney and that money is used to pay for goods andservices; develops awareness of difference betweenneeds and wants and identifies ways to fulfill themthrough conversation and dramatic playSS4.2(4) Understands payment for goods and servicescomes in different forms; differentiates between needsand wants and explains how to fulfill them

15.D.ECa Begin to understand the use of trade or moneyto obtain goods and services.

SS4.2(3) Understands that adults must work to earnmoney and that money is used to pay for goods andservices; develops awareness of difference betweenneeds and wants and identifies ways to fulfill themthrough conversation and dramatic playSS4.2(4) Understands payment for goods and servicescomes in different forms; differentiates between needsand wants and explains how to fulfill them

16. Develop an awareness of the self and his or heruniqueness and individuality.

SE1 Self-Awareness and Self-Concept, SS1 Historyand Events, SS3 Culture, Family, and Community

16.A.ECa Recall information about the immediate past.

SS1.1(3) Shows awareness of concepts of time/sequenceof events and sequence of routines (bedtime, lunchtime,morning, night); uses terms such as time of day,yesterday, today, tomorrow; begins to understand changeover time when applied to self (own growth)SS1.2(3) Describes recent past events; identifies annualholidays, birthdays, and cultural celebrations

16.A.ECb Develop a basic awareness of self as anindividual.

SS3.1(3) Shows awareness of and appreciation forfamily and cultural stories, music, and rhymes; identifiescultural characteristics of self, family, and communitySE1.1(3) Describes self by things they can do and thingsthey have; begins to understand being a part of theirfamily or a classroom; knows and can say first and last

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nameSE1.1(4) Recognizes similarities and differencesbetween self and others; (gender, cultural identity, selfand family characteristics); develops positive self-image;knows and can say first, middle, and last nameSE1.2(4) Expresses personal preferences and opinions;makes choices

17. Explore geography, the child's environment, andwhere people live, work, and play.

SS2 Geography and Symbolic Representation, SS3Culture, Family, and Community, SS4 Government,Economics, and Technology

17.A.ECa Locate objects and places in familiarenvironments.

SS2.1(3) Describes characteristics of things in theenvironment at school and home; builds roads andhouses using blocks; begins to represent people, places,and things through drawings, movements, andconstruction across learning domainsSS2.1(4) Describes geography of places (home, school,community); identifies familiar symbols and landmarks(US flag, globe); creates drawings, makes simple maps,and builds structures to represent people, places, andthings.

17.A.ECb Express beginning geographic thinking.

SS2.1(3) Describes characteristics of things in theenvironment at school and home; builds roads andhouses using blocks; begins to represent people, places,and things through drawings, movements, andconstruction across learning domains

18. Explore people and families. SE1 Self-Awareness and Self-Concept, SS3 Culture,Family, and Community

18.A.ECa Recognize similarities and differences inpeople.

SS3.1(3) Shows awareness of and appreciation forfamily and cultural stories, music, and rhymes; identifiescultural characteristics of self, family, and communitySE1.1(4) Recognizes similarities and differencesbetween self and others; (gender, cultural identity, selfand family characteristics); develops positive self-image;knows and can say first, middle, and last name

18.B.ECa Understand that each of us belongs to a familyand recognize that families vary.

SS3.1(4) Shows awareness of diverse backgroundsamong the cultural characteristics of people, families,and communities; demonstrates an appreciation for arts,music, and world cultureSS3.2(4) Describes family roles, relationships, and rules;begins to learn phone number and address

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PDH Physical Development and Health 7: Physical Development and Health

19. Acquire movement skills.PD1 Physical Health, Growth, PD2 Gross MotorDevelopment, PD3 Fine Motor Development, PD4Safety Awareness and Self-Care

19.A.ECa Engage in active play using gross- andfine-motor skills.

PD1.1(3) Chooses to participate in active play andexercise for extended periods of time; develops strength,flexibility, and stamina; plays familiar gamesPD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

19.A.ECb Move with balance and control in a range ofphysical activities.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new gamesPD2.1(3) Moves body to travel/play games (runs well,jumps on two feet; gallops); refines flexibility andbalance (stands on one foot for up to 3 seconds, performsstretching exercises, walks on uneven surfaces; walksbackward, walks in straight line)PD2.1(4) Refines mobility and moves with a purpose:(walks backward, runs smoothly, jumps with two feet,hops on one foot, gallops, skips); demonstratesflexibility, strength, and balance through play (stretcheslimbs, walks on straight line/balance board, walksheel-to-toe, stands on one foot for three seconds andlonger)

19.A.ECc Use strength and control to accomplish tasks.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new gamesPD2.1(4) Refines mobility and moves with a purpose:(walks backward, runs smoothly, jumps with two feet,hops on one foot, gallops, skips); demonstratesflexibility, strength, and balance through play (stretcheslimbs, walks on straight line/balance board, walksheel-to-toe, stands on one foot for three seconds andlonger)

19.A.ECd Use eye-hand coordination to perform tasks. PD3.2(3) Demonstrates growing hand-eye coordination(strings beads, completes multi-piece puzzles, useslacing cards, tears paper, uses a keyboard)PD3.2(4) Demonstrates more precise hand-eyecoordination (uses connecting blocks, small pop beads,

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Lego bricks, forms playdough into more recognizableshapes, builds more intricate block structures, weaves)

19.A.ECe Use writing and drawing tools with somecontrol.

PD3.3(3) Uses tools requiring small muscle dexterity(crayons, markers, scissors to cut straight lines, eatingutensils)PD3.3(4) Uses tools that require strength and dexterity ofsmall muscles with moderate control (holds scissorscorrectly to cut shapes and curved lines; controls use ofwriting, drawing, art tools, and art/craft media; usesspray bottles, paper punch)

19.B.ECa Coordinate movements to perform complextasks.

PD2.2(3) Coordinates body movements with increasingskill (throws overhand at target, crosses the midline,kicks a ball at a target, usesPD2.2(4) Coordinates body movements to accomplish agoal (bounces/passes a ball, throws and catches, crossesthe midline, kicks a ball to play a game, manipulatesriding toys, rides tricycles/bicycles)

19.B.ECb Demonstrate body awareness when moving indifferent spaces.

PD2.2(3) Coordinates body movements with increasingskill (throws overhand at target, crosses the midline,kicks a ball at a target, usesPD2.1(4) Refines mobility and moves with a purpose:(walks backward, runs smoothly, jumps with two feet,hops on one foot, gallops, skips); demonstratesflexibility, strength, and balance through play (stretcheslimbs, walks on straight line/balance board, walksheel-to-toe, stands on one foot for three seconds andlonger)

19.B.ECc Combine large motor movements with andwithout the use of equipment.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new gamesPD2.1(4) Refines mobility and moves with a purpose:(walks backward, runs smoothly, jumps with two feet,hops on one foot, gallops, skips); demonstratesflexibility, strength, and balance through play (stretcheslimbs, walks on straight line/balance board, walksheel-to-toe, stands on one foot for three seconds andlonger)PD2.2(4) Coordinates body movements to accomplish agoal (bounces/passes a ball, throws and catches, crossesthe midline, kicks a ball to play a game, manipulatesriding toys, rides tricycles/bicycles)

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19.C.ECa Follow simple safety rules while participatingin activities.

PD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rulesPD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

20. Develop habits for lifelong fitness. PD1 Physical Health, Growth, PD4 Safety Awarenessand Self-Care

20.A.ECa Participate in activities to enhance physicalfitness.

PD1.1(3) Chooses to participate in active play andexercise for extended periods of time; develops strength,flexibility, and stamina; plays familiar gamesPD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

20.A.ECb Exhibit increased levels of physical activity.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

21. Develop team-building skills by working withothers through physical activity.

PD1 Physical Health, Growth, PD2 Gross MotorDevelopment, PD4 Safety Awareness and Self-Care

21.A.ECa Follow rules and procedures whenparticipating in group physical activities.

PD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rulesPD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

21.A.ECb Follow directions, with occasional adultreminders, during group activities.

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peersPD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rulesPD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

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21.B.ECa Demonstrate ability to cooperate with othersduring group physical activities.

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peersPD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new games

22. Understand principles of health promotion andthe prevention and treatment of illness and injury.

PD1 Physical Health, Growth, PD4 Safety Awarenessand Self-Care

22.A.ECa identify simple practices that promote healthyliving and prevent illness.

PD1.1(4) Chooses to participate in moderate to vigorousphysical activities and exercise for extended time;continues to develop strength, flexibility, and staminawhile playing on equipment and creating new gamesPD1.2(3) Begins to identify healthy and unhealthy foods;tries new foods, expressing preferences for some foodsover others; explains that some foods help our bodiesgrow and remain healthy; begins to help with foodpreparation (mixing, etc.)PD1.2(4) Exhibits knowledge about healthy eating andgood nutrition; expresses some benefits of a healthy diet;tries new foods; shows willingness to eat a well-balanceddiet; interested in various tastes, colors, and textures offood; helps with food preparation (mixing, measuring,etc.)

22.A.ECb Demonstrate personal care and hygiene skills,with adult reminders.

PD4.2(3) Develops independence in daily routines(dresses and undresses with assistance with fasteners,uses tissues for nose and napkins for face withreminders, washes hands and face and brushes teeth withassistance, cares for toileting needs with assistance)PD4.2(4) Exhibits independent self-care in daily routines(dresses and undresses except some difficult fasteners,uses tissues for nose and napkins for face appropriately,washes hands and face, brushes teeth, cares for toiletingneeds, etc.)

22.A.ECc Identify and follow basic safety rules.PD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

23. Understand human body systems and factors thatinfluence growth and development.

PD1 Physical Health, Growth, PD4 Safety Awarenessand Self-Care

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23.A.ECa Identify body parts and their functions.

SE1.1(4) Recognizes similarities and differencesbetween self and others; (gender, cultural identity, selfand family characteristics); develops positive self-image;knows and can say first, middle, and last namePD1.2(3) Begins to identify healthy and unhealthy foods;tries new foods, expressing preferences for some foodsover others; explains that some foods help our bodiesgrow and remain healthy; begins to help with foodpreparation (mixing, etc.)

23.B.ECa Identify examples of healthy habits.

PD1.2(3) Begins to identify healthy and unhealthy foods;tries new foods, expressing preferences for some foodsover others; explains that some foods help our bodiesgrow and remain healthy; begins to help with foodpreparation (mixing, etc.)PD1.2(4) Exhibits knowledge about healthy eating andgood nutrition; expresses some benefits of a healthy diet;tries new foods; shows willingness to eat a well-balanceddiet; interested in various tastes, colors, and textures offood; helps with food preparation (mixing, measuring,etc.)

23.B.ECb Identify healthy and nonhealthy foods andexplain the effect of these foods on the body.

PD1.2(3) Begins to identify healthy and unhealthy foods;tries new foods, expressing preferences for some foodsover others; explains that some foods help our bodiesgrow and remain healthy; begins to help with foodpreparation (mixing, etc.)PD1.2(4) Exhibits knowledge about healthy eating andgood nutrition; expresses some benefits of a healthy diet;tries new foods; shows willingness to eat a well-balanceddiet; interested in various tastes, colors, and textures offood; helps with food preparation (mixing, measuring,etc.)

24. Promote and enhance health and well-being. PD1 Physical Health, Growth, PD4 Safety Awarenessand Self-Care

24.C.ECa Participate in activities to learn to avoiddangerous situations.

PD4.1(3) Recognizes and avoids potentially harmfulitems and situations with guidance; begins to followbasic safety and health rulesPD4.1(4) Identifies and alerts others to potentiallyharmful items, behaviors, situations with guidance;identifies and follows basic safety and health rules

A The Arts 8: Creative Arts25. Gain exposure to and explore the arts. CA1 Visual Arts, CA2 Music, CA3 Movement and

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Dance, CA4 Dramatic Play and Imagination

25.A.ECa Movement and dance: build awareness of,explore, and participate in dance and creative movementactivities.

CA3.1(3) Participates in solo or group creativemovement activities and dance; uses creative movementand dance across learning domainsCA3.1(4) Designs original movements andinterpretations; participates in and uses creativemovement and dance across learning domains

25.A.ECb Drama: begin to appreciate and participate indramatic activities.

CA4.1(3) Participates in creative dramatic play andmake believe across learning domainsCA4.1(4) Shows growing creativity and imagination inassuming different roles in play situations across learningdomains; demonstrates understanding of differencebetween pretend and reality

25.A.ECc Music: begin to appreciate and participate inmusic activities.

CA2.1(3) Knows and sings songs; uses appropriate tonein songs requiring loud and soft soundsCA2.2(3) Explores musical rhythm, patterns, and beatthrough movement, musical instruments, and propsCA2.1(4) Knows and sings more complex songs; usessinging voice to echo short, melodic patterns and tone;participates in music across learning domainsCA2.2(4) Explores, repeats, and creates rhythms,patterns, and beats with a variety of movements, musicalinstruments, and props

25.A.ECd Visual arts: investigate and participate inactivities using visual arts materials.

CA1.1(3) Creates art with different types of materialsand techniques across learning domainsCA1.1(4) Creates art using various art media,techniques, colors, textures, and shapes across learningdomains; responds to literature, depicts experiences, ordemonstrates feelings via art experiences

25.B.ECa Describe or respond to their creative work orthe creative work of others.

CA1.2(3) Shows interest in others' art; may comment onthe works of others with promptingCA1.2(4) Appreciates artistic creations of others and artevents; shares opinions about likes and dislikes

26. Understand that the arts can be used tocommunicate ideas and emotions.

CA1 Visual Arts, CA2 Music, CA3 Movement andDance, CA4 Dramatic Play and Imagination

26.B.ECa Use creative arts as an avenue forself-expression.

CA1.1(4) Creates art using various art media,techniques, colors, textures, and shapes across learningdomains; responds to literature, depicts experiences, ordemonstrates feelings via art experiences

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27. Understand the role of the arts in civilizations,past and present.ELL English Language Learner Home LanguageDevelopment 9: Dual Language Learners

28. Use the home language to communicate withinand beyond the classroom.

DL2 Expressive Language (Speaking SecondLanguage)

28.A.ECa May demonstrate progress and mastery ofbenchmarks through home language.

DL2.1(B) Uses gestures, facial expressions, andsingle-word utterances to communicate needs and wantsin home language, moving to second language; respondsto rhymes and songs by repeating simple words orphrases

28.A.ECb Use home language in family, community, andearly childhood settings.

DL2.1(B) Uses gestures, facial expressions, andsingle-word utterances to communicate needs and wantsin home language, moving to second language; respondsto rhymes and songs by repeating simple words orphrases

28.A.ECc Develop an awareness of the differentcontextual and cultural features in the early childhoodand community settings the child participates in.

DL2.1(B) Uses gestures, facial expressions, andsingle-word utterances to communicate needs and wantsin home language, moving to second language; respondsto rhymes and songs by repeating simple words orphrases

29. Use the home language to make connections andreinforce knowledge and skills.

DL1 Receptive Language (Listening andUnderstanding)

29.A.ECa Use home cultural and linguistic knowledge toexpress current understandings and construct newconcepts.

DL1.1(B) Responds to gestures and simple directions inhome and second language; begins to understand simplewords in home and second language; listens with interestto picture books read aloud

29.A.ECb With adult support, begin to bridge homelanguage and English to demonstrate progress in meetingIELDS.

DL1.1(B) Responds to gestures and simple directions inhome and second language; begins to understand simplewords in home and second language; listens with interestto picture books read aloudDL1.1(L) Follows one- and two-step oral directions insecond language with adult support; gains meaning andresponds to texts read aloud with adult and context cluesupport; gains meaning from conversations with others

29.A.ECc Exhibit foundational literacy skills in homelanguage to foster transfer to English.

DL1.1(B) Responds to gestures and simple directions inhome and second language; begins to understand simplewords in home and second language; listens with interest

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to picture books read aloudDL1.1(L) Follows one- and two-step oral directions insecond language with adult support; gains meaning andresponds to texts read aloud with adult and context cluesupport; gains meaning from conversations with others

SE Social Emotional Development 4: Social Studies, 5: Social-Emotional Development

30. Develop self-management skills to achieve schooland life success and develop positive relationships

AL1 Curiosity, Initiative, and Risk-Taking, AL2Creative Thinking, Problem-Solving, Reasoning, AL3Attention, Engagement, and Persistence, SE1Self-Awareness and Self-Concept, SE2 Trust andRelationships, SE3 Feelings and Emotions, SE4Self-Regulation, SS4 Government, Economics, andTechnology

30.A.ECa Recognize and label basic emotions.

SE3.2(3) Explores emotions through play, art, music,and dance; uses variety of words to express and managefeelings; provides reasoning for feelingsSE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotions

30.A.ECb Use appropriate communication skills whenexpressing needs, wants, and feelings.

SE3.2(3) Explores emotions through play, art, music,and dance; uses variety of words to express and managefeelings; provides reasoning for feelingsSE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotions

30.A.ECc Express feelings that are appropriate to thesituation.

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotions

30.A.ECd Begin to understand and follow rules.

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are importantSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

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30.A.ECe Use materials with purpose, safety, andrespect.

SS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracySE1.3(3) Shows awareness of ability to do many thingsand interest in work of others; begins to clean upwork/play space with adult promptingSE1.3(4) Shows confidence of self as having certainabilities; displays interest and respect for the work ofothers; exhibits increasing awareness of own charactertraits; takes pride in cleaning up work/play spaceindependently

30.A.ECf Begin to understand the consequences of his orher behavior.

SS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

30.B.ECa Describe self using several basiccharacteristics.

SE1.1(3) Describes self by things they can do and thingsthey have; begins to understand being a part of theirfamily or a classroom; knows and can say first and lastnameSE1.1(4) Recognizes similarities and differencesbetween self and others; (gender, cultural identity, selfand family characteristics); develops positive self-image;knows and can say first, middle, and last name

30.C.ECa Exhibit eagerness and curiosity as a learner.

AL1.1(3) Shows a willingness to participate; showseagerness to join play events, experiments, and exploringactivities; tries new activities independentlyAL1.1(4) Welcomes play experiences and showscreativity and inventiveness; demonstratesinquisitiveness about subjects and objects

30.C.ECb Demonstrate persistence and creativity inseeking solutions to problems.

AL2.3(3) Begins to think problems through, consideringpossibilities with adult assistance; makes a simple planand follows through with adult remindersAL2.3(4) Uses new strategies to solve a problem;

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generates ideas and selects/explains best solution; makesa plan before beginning a task and follows throughAL3.1(4) Works at a task despite problems, distractions,or interruptions; completes reasonable tasks or staysengaged; works independently and seeks help whenneeded

30.C.ECc Show some initiative, self-direction, andindependence in actions.

AL1.1(3) Shows a willingness to participate; showseagerness to join play events, experiments, and exploringactivities; tries new activities independentlyAL1.1(4) Welcomes play experiences and showscreativity and inventiveness; demonstratesinquisitiveness about subjects and objects

30.C.ECd Demonstrate engagement and sustainedattention in activities.

AL3.1(3) Attends to tasks even when challenged; seekshelp to overcome problems; ignores some interruptionsand distractionsAL3.1(4) Works at a task despite problems, distractions,or interruptions; completes reasonable tasks or staysengaged; works independently and seeks help whenneeded

31. Use social-awareness and interpersonal skills toestablish and maintain positive relationships.

SE2 Trust and Relationships, SE3 Feelings andEmotions

31.A.ECa Show empathy, sympathy, and caring forothers.

SE3.1(4) Shows empathy and caring to others; respondsto others emotions appropriately

31.A.ECb Recognize the feelings and perspectives ofothers.

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotionsSE3.1(3) Acknowledges various emotions and feelingsof others; may offer to help meet the needs of othersSE3.1(4) Shows empathy and caring to others; respondsto others emotions appropriately

31.A.ECc Interact easily with familiar adults.SE2.1(3) Interacts comfortably with familiar adults;engages in interactions with less familiar adults; acceptsguidance

31.A.ECd Demonstrate attachment to familiar adults.SE2.1(3) Interacts comfortably with familiar adults;engages in interactions with less familiar adults; acceptsguidance

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31.A.ECe Develop positive relationships with peers.

SE2.2(3) Interacts with one or more children; developsspecial friendships; participates in group song, dance,acting/role-play; uses play to explore and practice socialroles and relationships; seeks and accepts adult help tosolve conflicts with peersSE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

31.B.ECa Interact verbally and nonverbally with otherchildren.

SE2.2(3) Interacts with one or more children; developsspecial friendships; participates in group song, dance,acting/role-play; uses play to explore and practice socialroles and relationships; seeks and accepts adult help tosolve conflicts with peersSE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

31.B.ECb Engage in cooperative group play.

SE2.2(3) Interacts with one or more children; developsspecial friendships; participates in group song, dance,acting/role-play; uses play to explore and practice socialroles and relationships; seeks and accepts adult help tosolve conflicts with peersSE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

31.B.ECc Use socially appropriate behavior with peersand adults, such as helping, sharing, and taking turns.

SE2.1(4) Seeks help, approval, or information from awidening group of adults in trusted roles; uses sociallyappropriate behavior with adultsSE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

31.C.ECa Begin to share materials and experiences andtake turns.

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructive

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language; offers and seeks help from peers

31.C.ECb Solve simple conflicts with peers withindependence, using gestures or words.

SE2.2(4) Begins to participate as a member of a group;takes turns and shares; sustains interaction by helping,cooperating, expressing interest; plays cooperativelywith others; resolves some conflicts, uses constructivelanguage; offers and seeks help from peers

31.C.ECc Seek adult help when needed to resolveconflict.

SE2.2(3) Interacts with one or more children; developsspecial friendships; participates in group song, dance,acting/role-play; uses play to explore and practice socialroles and relationships; seeks and accepts adult help tosolve conflicts with peers

32. Demonstrate decision-making skills and behaviorsin personal, school, and community contexts.

AL2 Creative Thinking, Problem-Solving, Reasoning,SE1 Self-Awareness and Self-Concept, SE3 Feelingsand Emotions, SE4 Self-Regulation, SS4 Government,Economics, and Technology

32.A.ECa Participate in discussions about why rulesexist.

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are importantSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracy

32.A.ECb Follow rules and make good choices aboutbehavior.

SS4.1(3) Demonstrates growing awareness of andfollows classroom, home, and community rules withadult reminders; tells why rules are importantSS4.1(4) Recognizes classroom and community rules;follows established rules and talks about importance ofrules/consequences, rights of self and others; begins tounderstand fairness and personal responsibilities; carriesout classroom responsibilities with reminders;demonstrates growing awareness of governance,democracySE4.1(4) Manages own behavior and showsage-appropriate self-regulation; calms self and sharesstrategies with others; considers social standards ofenvironment before responding to emotions or actions ofothers

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32.B.ECa Participate in discussions about findingalternative solutions to problems.

SE3.2(4) Recognizes and describes a wide range ofemotions in self and others; provides reasoning forfeelings and problem-solving strategies for dealing withnegative emotionsAL2.3(3) Begins to think problems through, consideringpossibilities with adult assistance; makes a simple planand follows through with adult remindersAL2.3(4) Uses new strategies to solve a problem;generates ideas and selects/explains best solution; makesa plan before beginning a task and follows through

Source:

Illinois Early Learning and Development Standards (2013) Illinois State Board of Education.