Professional Documents
Culture Documents
Readiness Assessment
Framework
A Culturally and Linguistically
Competent Approach
Seattle Universal Preschool
Assessment & Accountability Work Group
December 2008
Page
Introduction ................................................................................................... 1
Developmental Domains
Introduction
Dear Early Learning Professional,
On behalf of the Seattle Early Education Collaborative, we would like to present to you a draft of the “Seattle Kindergarten
Readiness Assessment Framework.” It is our hope that you will lend your perspective to help us determine the usability and
relevance of this tool, as a measure of a child’s readiness for kindergarten.
As city-wide early learning activities intensified, it was recognized that the Seattle early childhood community needed a forum
to cultivate our collective vision for early learning. Led by the City of Seattle’s Office for Education and Human Services
Department, a consortium of stakeholders including Seattle area early learning providers, community members, school district
representatives, early learning professional development support organizations, came together to discuss early learning
experiences of the children we serve, and how teachers, agencies and existing support systems may more effectively impact
school readiness.
Members agreed that we need to have standards to help frame and define school readiness. These standards would also
serve to measure success of school readiness efforts by those involved in a child’s early learning experiences.
• Academic preparedness, including math science and literacy skills as critical to success in school and life
• Cultural relevance, in acknowledgment of serving all children in our multicultural community
• Developmentally appropriate standards and approaches
• Social-emotional skills as key means to school readiness
• Suggestions for teacher practice to foster application of the standards in the classroom
• Utilizing standardized assessment tools that may accurately measure the various components of school readiness,
reflecting a multidimensional view of the child and his or her environment
Please take a moment to share this framework with your colleagues and provide us with feedback on its content, format and
usability. We greatly appreciate your continued work on behalf of the children in our community.
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Mathematics, Numbers and Operations
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Geometry and Spatial Relations
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Patterns, Measurement, and Relationships
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Logic and Reasoning
1. Shows aGoals
basic Suggested
Graph the Teacher
methods in Indicator/Skills
(1) Can reason through
understanding of simple Practices
which the children arrived graphing, measuring,
mathematical reasoning. to school that day e.g. estimating, and predicting.
bus, walk etc. (2) Wonders “what will
2. Has an awareness of happen if” and tests out
cause and effect. Nutrition activity:
possibilities
Have the children
3. Compares, contrasts, taste fruits and/or (3) Notes and offers reasons
examines, and evaluates events occurred (e.g. Carlos
vegetables and graph
experiences, tasks, and isn’t here today because he
who like what got sick yesterday”).
events. Place ice cubes in the water
(1, 3, 4) Uses a variety of
4. Uses past knowledge to area and observe-ask the problem solving skills by
build new knowledge. children what happens. Then finding multiple solutions to
place water in ice cube trays questions, tasks, problems,
5. Uses materials to
and freeze-ask the children and challenges.
represent objects. what happens (4) Draws on everyday
Ask open ended questions experience and applies this
like “why” “how” and “what” knowledge to similar
After a field trip, read books situations.
relating to that trip (4) Applies new information
If you go to the zoo or vocabulary to an activity
read animal books and or interaction.
ask the children about (3, 4) Generates a rule,
the animals that they strategy, or idea from one
saw learning experience and
applies it in a new context.
In the block area,
(3) Identifies characteristics
recreate the zoo by
for comparison (e.g., size,
dividing the different color)
animal areas, placing the
animals in the right cages (5) Represents ideas or
objects through drawings,
etc.
movement, mime, three-
dimensional constructions.
(4) Uses physical objects to
I. COGNITIVE & GENERAL KNOWLEDGE DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Scientific Inquiry
1. IdentifiesGoals
and Suggested Teacher
Tasting activity: sweet (1) Indicator/Skills
Describes and
distinguishes between Practices
vs. sour compares experiences
senses (e.g. tastes, Assist with the care of through senses.
sounds, tactile). plants and animals e.g.
(1, 2, 3) Uses non-
2. Uses a variety of tools water the plants, feed the
standard (e.g., blocks,
and devices to gather fish
paper tubes) and
information, investigate Plant seeds and place standard tools (e.g.
materials and observe them in different magnets, magnifying
processes and elements (more sun, no glass, computer) to
relationships. sun, etc) and water them explore the environment.
regularly-observe what
3. Participates in simple happens. (2, 3, 4) Observes,
investigations to test Mix paint colors and collects, describes and
hypotheses, discuss and have the children guess records information
draw conclusions and which color might appear through a variety of
form generalizations. means, including
Allow them to
4. Understands that objects experiment to make discussion, drawings,
and materials can their own, new colors maps and charts (e.g.
undergo changes (e.g. observes and describes
ice/water, snow/water, characteristics, basic
baking, mixing paint needs, and life cycles of
colors). living things).
(3, 4) Participates in
experiments and
describes observations
(e.g., mixing vinegar and
baking soda).
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Listening and Understanding
Goalsan under-
1. Demonstrates 1. Suggested
Teacher willTeacher
read out Indicator/Skills
(4,5)Expresses feelings
standing of conversations, Practices
loud to children in groups and emotions.
stories, songs, and and individually at least 3
poems. times a day. (6)Names some non-
2. Give children directions present objects using
2. Follows simple and and questions that move appropriate words.
multiple-step directions. from simple to more
(3,4,5)Defines words with
3. Understands varied complex-increase
complexity as the year
assistance.
vocabulary.
goes on. (2,3,5,6)Follows two-part
4. Uses receptive 3,4. Teacher deliberately uses and three-part directions
vocabulary. new words to extend unfamiliar to the daily
children’s vocabulary routine.
5. Demonstrates
throughout the day.
comprehension and
5. Teacher uses different (1,4,5)Begins to represent
meaning in language.
tones while reading out a storyline though
6. Understands complex loud to children. drawing, acting, or
sentences. 6. Teacher will provide singing, with assistance.
multiple opportunities for
7. Actively participates in storytelling throughout the (1,4,5)Retells simple
turn-taking conversations. day. stories.
7. Teacher engages children (3)Describes the details of
8. Focuses attention for
in conversation with at
short periods of time a recent event or
least 4 back and forths
occurrence.
during large and small throughout the day.
group time. “We will eat (1,3,5)Uses oral language
snack and then we will to express emotions and
clean up and go to the thoughts.
gym.”
“What did you (1,3)Creates made-up
eat last night for stories.
dinner, what did you
have for breakfast, (8) Sits through entire
what are you going to picture book read aloud.
eat for lunch?”
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Speaking and Communication
Goals
1. Understands and uses Suggested
1. Teacher makesTeacher
it safe for Indicator/Skills
(1,2,3) Listens to others
language to communicate Practices
children to use their and responds in group
information, experiences, language to communicate conversations and
ideas, feelings, opinions, their feelings and express discussions.
needs, questions and for their needs and supports
other varied purposes. children’s natural curiosity. (1,5)Notices different
tones and cadences to list
2. Initiates and responds 2. Throughout the day, the and understand.
appropriately in teacher facilitates
conversation and discussions at ever
(1,2,3,5)Initiates
discussions with peers opportunity, poses conversation by making
and adults. questions that invite statements or asking
conversation and gives questions.
children time (5-7 seconds) (1,3)Expresses an idea in
to think before responding more than one way.
3. Uses complex and varied
3. Teacher deliberately (1,2,3,5)Adjusts
spoken vocabulary. uses vocabulary to extend communication style to
conversations. listener (e.g., when
talking to a younger child
4. Demonstrates 4. Teacher uses games, action uses simple words).
competency in oriented activities, and real
pronunciation. objects to provide (1) Uses character voices
opportunities to practice when retelling a story or
speaking. event.
5. Appropriately applies
noun/verb agreement in (1,2,3,4,5) Selects
5. Teacher models and use
past, present, and future communication games to language according to
tenses. practice verb agreement home language(s) of
and tenses. listener.
(1,2) Chooses the home
6. Uses language to solve language and/or non-verbal
problems. 6. Teacher encourages gestures to communicate
children to use language to according to audience,
solve problems by purpose, and setting.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Book Knowledge
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Print Awareness
Goals of print
1. Shows awareness 1.Suggested Teacher
Make and display Indicator/Skills
Distinguish between pictures
in classroom, home and Practices
relevant and meaningful and words on a page.
community settings. signs, pictures, and labels
that support daily activities.
2. Develops understanding of Display and discuss print
the different functions of that could be found in
forms of print such as children’s homes and (7) Begins to understand
signs, letters, newspapers, communities including print that English progresses
lists, messages, and in home languages. from left to right.
menus. 2. Show children a variety of
printed materials that will (4,5) Recognizes
3. Recognizes the association difference between letters
help them gain information
between spoken and such as magazines, cook and numerals.
written words by following books, newspapers, maps,
print as it is read aloud. and encyclopedias. (5) Identifies letters in
4. Recognizes a word as a 3. Create poster boards with first name.
unit of print and has relevant and familiar songs
and chants. As you sing (1,2,4,5) Reads familiar
awareness that letters are sight words (e. g., names
them point to the words to
grouped to form words. on cereal boxes).
allow children to connect the
5. Recognizes written words, print to the word.
(5) Reads own first name
including own name. 4. Ask children what signs need
to be placed in class and and those of some peers.
have them design and make (1,2,5) Reads some
them. environmental print (e.g.,
5. Create word walls with bus).
words that are useful and
related to their interests. (3)Knows that print
Also create opportunities for conveys meaning.
6. Recognizes that words children’s names to be
make up sentences. visible, valued, and validated (2) Recognizes function of
throughout the room e.g. common labels in the
7. Recognizes that words are name puzzles, artwork, environment (e.g.,
organized in specific ways rhyme games that match restroom sign).
depending on language. their name etc.
6. Listen to children’s play and
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Phonological Awareness
Goals
1. Shows ability to identify Suggested Teacher Indicator/Skills
sounds in spoken Practices
language.
2. Shows awareness of
beginning and ending (1)Begins to recognize
sounds of words. alphabet sounds.
3. Recognizes rhymes in (1,2,3)Begins to create
familiar words, games, and invent words by
songs, stories and poems. substituting one sound for
another (e.g. rhyming).
4. Shows ability to hear and
identify syllables in words. (1,4)Begins to understand
that letters have a name
5. Demonstrates awareness and a sound.
that different words begin
(1)Makes some
with the same sound. letter/sound matches.
II. LANGUAGE, LITERACY & COMMUNICATION DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Early Writing / Alphabet Knowledge
Goals
Early Writing Suggested Teacher Indicator/Skills
(2)Draws pictures with
1. Understands that writing is
Practices objects and people to
a way of communicating communicate an idea or
for a variety of purposes. event, with assistance.
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: CREATIVE ARTS – Music / Art
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN
MovementELEMENTS: CREATIVE ARTS
– Movement / Dramatic Play
(1)Expresses through
1. Children demonstrate movement and dancing
Goalsand
understanding Suggested Teacher Indicator/Skills
what is felt and heard in
appreciation of creative Practices various musical tempos
arts. and styles.
(1)Moves to different
patterns of beat and
Dramatic Play rhythm in music.
2. Children are able to (2)Participates in a variety
experiment, problem of dramatic play activities.
solve, and make sense of
their diverse world (2)Demonstrates
experiences through creativity and imagination
dramatic play. in using materials and in
assuming different roles
in dramatic play
situations.
III. PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Large Motor/Sensorimotor/Physical Fitness
Goals
1. Shows proficiency, control Suggested Teacher Indicator/Skills
Hops at least 6 times on
and balance in walking, Practices each foot.
climbing, running,
jumping, hopping, and Maintains balance while
skipping. bending, twisting, or
stretching.
2. Demonstrates ability to
coordinate large muscle Walks up and down stairs
movements. using alternating feet.
Catches a ball/bean
bag/item thrown from at
least 5 feet.
Skips.
Runs 50 to 75 feet
without stopping.
Participates in physical
play/activity (e.g., dances,
tag, climbing).
Demonstrates ability to
operate large motor
tools/items (e.g. broom,
tricycle, etc.).
III. PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Fine Motor Skills
Goalsstrength,
Demonstrates Suggested Teacher Indicator/Skills
Removes and replaces
dexterity, and control of Practices easy-to-open container
small muscles needed to lids.
use age appropriate tools.
Prints some symbols and
Demonstrates growth in letters in own name.
hand-eye coordination.
Zips clothes and buttons
large buttons on clothing.
Builds a 3 block tower and
bridge using 1 inch cubes.
Puts together age
appropriate puzzles with
little or no assistance.
Strings large beads.
Uses scissors to cut a
straight line.
III. PHYSICAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Health Status and Physical Development / Safety
Goals
Health Status and Suggested Teacher Indicator/Skills
Demonstrates the
Physical Development Practices stamina and energy to
participate in daily
Progresses in physical
activities.
growth, strength,
stamina, and flexibility. Demonstrates ability to
take care of toileting
Participates actively in
needs.
outdoor play and other
forms of exercise that Shows ability to feed self.
enhance physical fitness.
Shows independence in
hygiene, nutrition and
personal care.
Safety
Demonstrates awareness
of and ability to
understand and follow Identifies adults who can
basic health and safety assist in dangerous
rules. situations.
Responds appropriately in
emergency situations.
Demonstrates safe play.
Follows safety rules.
IV. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Social Relations / Emotional Development & Self Concept
Social Relations
Goals Recognize the different
Suggested Teacher (1)Demonstrates comfort
Indicator/Skills
cultural cues for when a in communicating with at
1. Enjoys being with adults Practices
child needs help and let least one adult.
and shows progress in
them know it is okay to ask
developing relationships (3)Names someone as a
Ask children if they need
with adults. “friend.”
help and provide support
2. Accepts guidance and when necessary. (1,2,4)Asks for help from
directions from a range of Be mindful of children who peers and adults when
familiar adults. need extra support in needed.
entering play and making
3. Enjoys being with other friends; adjust strategy to (4)Responds to peers who
children and show support children who may are in need, upset, hurt,
progress in developing have a range of special or angry.
friendships with peers. needs
4. Shows empathy and Watch for beginning
caring for other children friendships and provide
and adults. opportunities for
friendships to grow
Emotional Development &
Self Concept Uses pictures, stories with
1. Expresses appropriately a different cultural themes, (1,2)Demonstrates pride
range of emotions. and visual prompts from in accomplishments and
the children’s home shares own excitement
2. Develops growing community to help children with peers and adults.
capacity for independence learn to recognize facial
in a range of activities, and body clues and (1) Begins to name
routines, and tasks and expression of feelings. emotions and ways to
has a basic understanding express them in various
of their capabilities. Acknowledge children’s settings (e.g. happy, sad,
efforts i.e. the process glad, and angry).
rather than the end
product. (2)Takes on new tasks
and improves skills with
IV. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Self Control
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Knowledge of Families and Communities / Cooperation
KnowledgeGoals
of Families Invite families into the
Suggested Teacher Indicator/Skills
and Communities classroom and participate in
Practices
activities.
1. Demonstrates increasing Recognizes similarities
Encouraging children to and differences among
knowledge of the bring in pictures and stories
relationship between people such as gender,
of family members and
people, places, and race, special needs,
home activities, to be shared
regions. and displayed in the cultures, languages,
2. Demonstrates increasing classroom e.g. story boards communities and family
understanding of and “All About Me” book. structures.
similarities and respecting Find opportunities to
differences among attend community/cultural
people. events and incorporate
these events into curriculum
3. Recognizes that families
activities.
are different. Introduce an Anti-bias
curriculum and model words
Cooperation such as “community, Participates cooperatively
1. Follows simple rules of together, and fair.” in large and small group
participation in group Incorporate children’s activities.
activities. stories about life
2. Shows increasing ability experiences into further Uses multiple strategies
to collaborate and conversations, activities, and to solve problems which
compromise in working, dramatic play. may include negotiating.
playing and resolving Provide and model Interacts with peers by
conflicts with peers. multiple strategies for helping, sharing and
children to understand how having discussions.
3. Begins to understand
to negotiate conflict and Questions rules when they
dynamics of being part of provide help when needed.
a group. feel they are unfair.
Allow children time to
4. Shows concern about negotiate conflicts rather
fairness within peer than fixing the problem for
group. them.
Encourage other children
in the classroom to help
problem solve conflicts and
IV. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Initiative and Curiosity / Engagement and Persistence
Engagement and
Persistence
1. Demonstrates an
increasing ability to set Acknowledge each child’s
goals and develop and interest and create lesson Persists in and completes
follow through on plans. plans that reflect their a variety of tasks,
interests. activities, projects and
2. Shows growing capacity experiences.
Engage in conversations
to maintain
with children, asking Shows self direction in
concentration over time
open-ended questions to actions and can work
on a task, question, or
extend play independently.
set of directions.
Provide additional
materials that build on Engages in and completes
children’s ideas to extend simple routines without
play. assistance.
IV. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN
*All goals should reflect work and assessments through the lens of the child’s
culture and home language*
DOMAIN ELEMENTS: Reasoning and Problem Solving
Grows inGoals
recognizing and Suggested Teacher Indicator/Skills
Shows ability to find more
solving problems through Practices than one solution to a
active exploration. question, task or problem.
Develops an increasing Takes risks to challenge
ability to classify, rules when they feel they
compare and contrast are unfair.
objects, events and
Verbalizes their
experiences.
preferences with peers
Purposely investigates and adults.
materials and the
environment to gain
information.
Demonstrates negotiation
skills.