Illinois Early Learning Project

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Web Article

Title: Helping Children Take Surveys
Url: https://illinoisearlylearning.org/pa/project-planning/children-surveys/
Languages: English
Spanish Version: Cómo ayudar a niños a hacer encuestas
https://illinoisearlylearning.org/es/pa/project-planning/children-surveys-sp/
Length of article: Long
Setting for which the article is intended: Family Child Care
Child Care Center
Preschool Program
Intended Audience: Teachers/Caregivers
Keywords: Classroom Activities
Mathematics
Project Approach
Age Levels:
(the age of the children to whom the article applies).
Preschoolers (Age 3 Through Age 5)
Learning Areas: LANGUAGE ARTS
MATHEMATICS
SCIENCE
SOCIAL STUDIES
PHYSICAL DEVELOPMENT AND HEALTH
ENGLISH LANGUAGE LEARNER HOME LANGUAGE DEVELOPMENT
SOCIAL/EMOTIONAL DEVELOPMENT
ACROSS THE CURRICULUM
PROJECT APPROACH
Goals: 1. Demonstrate increasing competence in oral communication (listening and speaking).
2. Demonstrate understanding and enjoyment of literature.
4. Demonstrate increasing awareness of and competence in emergent reading skills and abilities.
5. Demonstrate increasing awareness of and competence in emergent writing skills and abilities.
6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations.
10. Begin to make predictions and collect data information.
11. Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.
14. Understand some concepts related to citizenship.
18. Explore people and families.
19. Acquire movement skills and understand concepts needed to explore the environment, support learning, and engage in health-enhancing physical activity.
28. Use the home language to communicate within and beyond the classroom.
29. Use the home language to make connections and reinforce knowledge and skills across academic and social areas.
30. Develop self-management skills to achieve school and life success and develop positive relationships with others.
31. Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Learning Standards: 1.A. Demonstrate understanding through age-appropriate responses.
1.B. Communicate effectively using language appropriate to the situation and audience.
1.D. Speak using conventions of Standard English.
2.A. Demonstrate interest in stories and books.
2.C. Recognize concepts of books.
4.A. Demonstrate understanding of the organization and basic features of print.
4.D. Demonstrate emergent phonics and word-analysis skills.
5.A. Demonstrate growing interest and abilities in writing.
5.B. Use writing to represent ideas and information.
5.C. Use writing to research and share knowledge.
6.A. Demonstrate beginning understanding of numbers, number names, and numerals.
6.D. Compare quantities using appropriate vocabulary terms.
10.A. Generate questions and processes for answering them.
10.B. Organize and describe data and information.
11.A. Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions.
14.C. Understand ways groups make choices and decisions.
18.A. Explore people, their similarities, and their differences.
19.A. Demonstrate physical competency and control of large and small muscles.
28.A. Use the home language at age-appropriate levels for a variety of social and academic purposes.
29.A. Use the home language to attain benchmarks across all the learning areas and to build upon and develop transferable language and literacy skills.
30.A. Identify and manage one’s emotions and behavior.
30.B. Recognize own uniqueness and personal qualities.
30.C. Demonstrate skills related to successful personal and school outcomes.
31.A. Develop positive relationships with peers and adults.
31.B. Use communication and social skills to interact effectively with others.
Benchmarks: 1.A.ECa. Follow simple one-, two- and three-step directions.
1.A.ECb. Respond appropriately to questions from others.
1.A.ECc. Provide comments relevant to the context.
1.B.ECa. Use language for a variety of purposes.
1.B.ECb. With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
1.B.ECc. Continue a conversation through two or more exchanges.
1.D.ECc. Understand and use question words in speaking.
2.A.ECb. Look at books independently, pretending to read.
2.C.ECa. Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).
4.A.ECb. Begin to follow words from left to right, top to bottom, and page by page.
4.D.ECa. Recognize own name and common signs and labels in the environment.
5.A.ECb. Use scribbles, letterlike forms, or letters/words to represent written language.
5.B.ECa. With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.
5.C.ECa. Participate in group projects or units of study designed to learn about a topic of interest.
5.C.ECb. With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.
6.A.ECa. Count with understanding and recognize “how many” in small sets up to 5.
6.A.ECd. Connect numbers to quantities they represent using physical models and informal representations.
6.D.ECa. Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice.
6.D.ECb. Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”.
10.A.ECa. With teacher assistance, come up with meaningful questions that can be answered through gathering information.
10.A.ECb. Gather data about themselves and their surroundings to answer meaningful questions.
10.B.ECa. Organize, represent, and analyze information using concrete objects, pictures, and graphs, with teacher support.
11.A.ECa. Express wonder and curiosity about their world by asking questions, solving problems, and designing things.
11.A.ECd. Collect, describe, compare, and record information from observations and investigations.
11.A.ECe. Use mathematical and computational thinking.
14.C.ECa. Participate in voting as a way of making choices.
18.A.ECa. Recognize similarities and differences in people.
19.A.ECe. Use writing and drawing tools with some control.
28.A.ECb. Use home language in family, community, and early childhood settings.
29.A.ECa. Use home cultural and linguistic knowledge to express current understandings and construct new concepts.
29.A.ECb. With adult support, begin to bridge home language and English to demonstrate progress in meeting IELDS.
29.A.ECc. Exhibit foundational literacy skills in home language to foster transfer to English.
30.A.ECb. Use appropriate communication skills when expressing needs, wants, and feelings.
30.B.ECa. Describe self using several basic characteristics.
30.C.ECa. Exhibit eagerness and curiosity as a learner.
30.C.ECc. Show some initiative, self-direction, and independence in actions.
31.A.ECc. Interact easily with familiar adults.
31.B.ECa. Interact verbally and nonverbally with other children.