Assessment, continued

Science

EXPECTATION 1: Children develop inquiry skills, including problem-solving and decision-making.

Jack and I enjoy time outdoors daily. He explores the world around him, and we talk about the plants and animals we see. He loves to look through a magnifying glass and binoculars, and to take photos with his digital camera. Today, he and a friend were debating the best way to throw "helicopter" seed pods so that they spin the best.

EXPECTATION 2: Children observe and investigate the properties of objects, both living and nonliving.

Jack identifies different types of plants and animals. He often asks where different animals live, and why. Just yesterday, we saw a goundhog, and he asked where groundhogs live. Then I suggested we look for other animals, and he said he would look in the woods for some deer.

EXPECTATION 3: Children explore the concept of change in both living and nonliving entities and in the environment.

He understands the difference between alive and not alive. He recognizes the changes that come with the four seasons, and he recognizes changes in the world around us, as long as they happen relatively quickly. He always notices changes in the weather. He does not necessarily expect matter to change form (melting, evaporating, etc.), though he recognizes it when he sees it.

EXPECTATION 4: Children develop an awareness of the environment and human responsibility for its care.

We talk often about stewardship of the earth. We avoid wasting water, and we always clean up after ourselves. He understands that some trash is recyclable, and other trash is not. We have also talked about how food that is no longer good for people can sometimes still be used for animals or plants.

Social Studies

EXPECTATION 1: Children identify unique characteristics of themselves and others.

Jack is unique. Jack has friends and family, but in his mind the world revolves around him. I have never heard him compare himself to anyone else.

EXPECTATION 2: Children communicate about their family, family roles and family traditions.

I can think of one example of Jack discussing family roles--he and his friends love to talk about their grandparents. They talk about how their grandparents are similar and different. My hypothesis is that this is due to the fact that they all have two sets of grandparents who are from different families.

EXPECTATION 3: Children become contributing members of the classroom community.

He goes to gymnastics, music, and Sunday school without me. I should talk to his teachers about this question. As far as I have seen in gymnastics, his level of cooperation/participation/citizenship depends on his mood. He does very little constructive helping around the house, though he gets very excited about opening doors for people and throwing garbage in the trash.

EXPECTATION 4: Children demonstrate knowledge of neighborhood and community.

Jack knows the names of most of the people who live on our block; adults and children alike. He understands that most adults have an occupation, and he enjoys pretending to be a fireman, doctor, chef, daddy, etc.

EXPECTATION 5: Children participate in activities that reflect the cultures within their classroom and their community.

The one culture that he is exposed to, other than our own, is through our many Jewish friends. Last spring we joined in making hammentaschen for Purim. I'm sure he'll have many opportunities to develop an awareness of Jewish culture as time goes on. He watches TV shows that feature other cultures, and he doesn't seem to perceive it as anything very different than his own life. (Thank you Kai-Lan, Diego and Charlie & Lola.)

World Languages

EXPECTATION 1: Children know that others may use different languages (including sign) to communicate and will express simple greetings, words and phrases in a language other than their own.

Two words: hola, amigos!