Creative Curriculum Learning Areas and Objectives

Creative Curriculum Learning Areas and Objectives
Area of Learning Learning Objectives
Social/Emotional Regulate own emotions and behavior
Establish and sustain positive relationships
Participate cooperatively and constructively in group situations
Physical Demonstrate:
Traveling skills
Balancing skills
Gross motor/manipulative skills
Fine motor strength and coordination
Language Listen to and understand increasingly complex language
Use language to express thoughts and needs
Use appropriate conversational and other communication skills
Cognitive Demonstrate positive approaches to learning
Remember and connect experiences
Use classification skills
Use symbols and images to represent something not present
Literacy Demonstrate phonological awareness
Demonstrate alphabet knowledge
Demonstrate knowledge of print and its uses
Comprehend and respond to books and other texts
Demonstrate emergent writing skills
Mathematics Use number concepts and operations
Explore and describe spatial relationships and shapes
Compare and measure
Demonstrate knowledge of patterns
Science and technology Use scientific inquiry skills
Demonstrate knowledge of the characteristics of living things
Demonstrate knowledge of the physical properties of objects and materials
Demonstrate knowledge of the earth’s environment
Use tools and other technology to perform tasks
Social studies Demonstrate knowledge of self
Show basic understanding of people and how they live
Explore change related to familiar people or places
Demonstrate simple geographic knowledge
The arts Explore the visual arts
Learn musical concepts and expression
Learn dance and movement concepts
Explore drama through actions and language
English-language acquisition Demonstrate progress in listening to and understanding English
Demonstrate progress in speaking English
Source: Teaching Strategies (2010)

Assessment

Assessment in the Creative Curriculum is conceived as an ongoing process of documenting observations and progress available in a fully integrated online platform. Color-coded charts describe incremental progress for each of the thirty-eight objectives with examples, so that teachers will be able to match their observations with a reporting process that helps them communicate growth over time to parents. For example, to assess counting, benchmarks include the following:

  • Verbally counts, not always in the correct order (says, “one, two, ten” as she pretends to count).
  • Verbally counts to 10, counts up to 5 objects accurately, using one number name per object (counts to 10 when playing hide and seek; counts out 4 scissors and puts them on the table).
  • Verbally counts to 20; counts 10 to 20 objects accurately; knows the last number, knows how many in all; tells what number comes next (1 to 10) in order by counting (counts to 20 while walking across the room; counts 10 plastic worms and says, “I have ten worms”); when asked, “what comes after six?” says “one, two, three, four, five, six, seven . . . seven”).
  • Uses number names while counting to 100; counts 30 objects accurately; tells what number comes before and after a specified number up to 20 (counts 28 steps on the way to the cafeteria; when asked what comes after sixteen, says, “seventeen”) (Teaching Strategies, 2010, p. 109).
    Place Your Order Here!

Leave a Comment

Your email address will not be published. Required fields are marked *