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CA PreK Art standardsCDE OverviewCA PreK Math guiding principalsCA PreK Language and literacy guiding principalsCA PreK SEL guiding principalsCA Computer Science Standards
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Notice, Respond, and Engage Visual Art
1.1 Communicate about
elements appearing in art (such as line, texture, or perspective), and describe how objects are positioned in the artwork.
1.2 Begin to plan art and show increasing care and persistence in completing it
1.3 Enjoy and engage
with displays of visual art. May expand critical assessment of visual art to include preferences for types of artwork or art activities.
1.4 Choose own art for
display in the classroom or for inclusion in a portfolio or book and explain her or his ideas in some detail.		 1.0 Obeservation ation and Investigation
1.1 Demonstrate curiosity and an simple questions about objects and increased ability to raise questions
events in their environment. about objects and events in their environment.

1.3 Identify and use a greater variety support, some observation and of observation and measurement tools. May spontaneously use an
appropriate tool, though may still need adult support.

1.4 Compare and contrast objects and events and describe similarities and differences in greater detail.

1.5 Demonstrates an increased ability to make predictions and offer ways to
test predictions, and discuss why predictions were correct or incorrect. 		Encourage inquiry and exploration to foster problem solving and mathematical reasoning
Mathematical reasoning and problem solving are natural to all children as they explore the world around them. The most powerful mathematics learning for preschool children often results from their own explorations. Teachers should maintain an environment that nurtures children’s inquiry and exploration of mathematical ideas and that values problem solving. They should ask children questions to stimulate mathematical conversations and encourage mathematical reasoning through everyday interactions.		Create literacy-rich environments
Interesting materials, organized attractively
to create specific areas in the
indoor and outdoor learning environments,
prompt children to talk,
explore, build, draw, paint, move,
inquire, and enact roles in pretend
play. Literacy materials and props,
embedded throughout the learning
environment, make using language
and engaging in reading and writing
a routine part of each preschool day. 		Group activities specifically planned to focus on caring, cooperation, or friendship skills can play an essential role in the curriculum.

- allow many opportunities for practicing social interaction and relationship skills;
• provide support for the growth of age- and developmentally appropriate self-regulation abilities;
• encourage curiosity and initiative;
• provide each child a network of nurturing, dependable adults who will actively support and scaffold his or her learning in a group setting.		K-2.CS.1 Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences. (P1.1)
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2.1 Draw single circle and add lines to create representations of people and things.
2.2 Begin to create representative paintings or drawings that approximate or depict people, animals, and objects.
2.3 Make more representational forms out of dough or clay, using tools (for example, a rolling pin or a garlic press).
2.4 Use paper and other materials to make two- and three-dimensional assembled works.
2.5 Recognize and name materials and tools used for visual arts.

2.6 Demonstrate increasing coordination and motor control when working with visual arts tools.		2.0 Documentation and Communication

2.1 Record information more regularly and in greater detail in various ways, with adult assistance, including
pictures, words (dictated to adults), charts, journals, models, photos, or by tallying and graphing information.

2.2 Share findings and explanations, which may be correct or incorrect, with more spontaneously and with greater detail.

Geometry
Identify and describe shapes.
Analyze, compare, create, and compose shapes.When children play with shapes, find patterns, or play with tangram materials, they are building early mathematical skills, including the language of mathematics (e.g., three sides and three corners; same and different; triangle, square, and hexagon). Board games, such as those with dice and spinners, encourage children to learn number words used in counting as they move ahead three or four spaces. Building knowledge of the quantities represented by number words and the language terms to talk about number relationships helps children learn the foundation of mathematics. 		As children hold pens, paintbrushes,
markers, and crayons and manipulate
scissors, glue bottles, and clay,
they not only create works of art
but also build the fine motor skills
needed for writing, drawing, and
painting. Including materials with
a variety of handles (e.g., built up,
round) enables the child with a different
kind of grasp to participate.
As children use art to represent
their experiences and feelings or
to capture something created by
their imagination, they also use and
develop skills in the use of symbols
that support oral or sign language
and the composing of messages and
stories that can be written down.		K-2.CS.2 Explain the functions of common hardware and software components of computing systems. (P7.2)
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Create, Invent, and Express Through Visual Art
3.1 Intentionally create content in a work of art.
3.2 Draw more detailed figures or objects with more control of line and shape.
3.3 Use intensity of marks and color more frequently to express a feeling or mood.		Physical Science: Properties and Characteristics of Nonliving Objects
and Materials

1.1 Demonstrate an increased awareness that objects and materials can change in various ways. Explore and describe in greater detail changes in objects and materials (rearrangement
of parts; change in color, shape, texture, form, and temperature).

1.2 Demonstrate an increased ability to observe and describe in greater detail the motion of objects (in terms of speed, direction, the ways things move), and to explore the effect
of own actions on the motion of objects, including changes in speed and direction.
Integrate math-related materials into all interest areas in the classroom.
Math naturally takes place throughout the classroom and throughout the day. Children explore objects and learn about shapes and numbers as they go about their daily routine and play in different areas in the classroom.
Number symbols, for example, naturally appear throughout the classroom, from real-life objects such as a tape measure, a telephone, a calculator or a scale to puzzles, stickers, books, and cards with numbers. Some teachers may choose to have a math table or a math area in the classroom for math related materials, games, books, and manipulatives. In addition, the teacher should integrate math-related materials and props into all activity areas in the classroom. The dramatic play area can include a scale, a calculator, a measuring tape, and other mathrelated tools. The art area can include shape and number stickers, magazine cutouts of numbers, and shapes for collage making. The same tool can be used in various places throughout the environment. Measuring cups and spoons, for example, can be used for cooking, but also in the science or discovery area, in the dramatic play area, and for playing with sand and water. 		K-2.CS.3 Describe basic hardware and software problems using accurate terminology. (P6.2, P7.2)
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1.0 Properties and Characteristics of Living Things

1.1 Identify characteristics of a greater variety of animals and plants and demonstrate an increased ability to categorize them.

1.2 Indicate greater knowledge of body parts and processes (e.g., eating, sleeping, breathing, walking) in humans and other animals.

1.3 Recognize that living things have habitats in different environments suited to their unique needs.

1.4 Indicate knowledge of the difference between animate and inanimate objects, providing greater detail, and recognize that living things (humans, animals, and plants) undergo biological processes such as growth, illness, healing, and dying.

2.2 Develop a greater understanding of the basic needs of humans, animals, and plants (e.g., food, water, sunshine, shelter).		Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.		Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.		K-2.NI.4 Model and describe how people connect to other people, places, information and ideas through a network. (P4.4)
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2.0 Changes in the Earth

2.1 Demonstrate an increased ability to observe and describe natural objects in the sky and to notice patterns of movement and apparent changes in the sun and the moon.

2.2 Demonstrate an increased ability to observe, describe, and discuss changes in weather.

2.3 Demonstrate an increased ability to notice and describe the effects of weather and seasonal changes on their own lives and on plants and animals.

2.4 Demonstrate an increased awareness and the ability to discuss in simple terms how to care for the environment, and participate in activities related to its care.		Counting and Cardinality
Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.		K-2.NI.5 Explain why people use passwords. (P7.2) K-2.NI.6 Create patterns to communicate a message. (P4.4)
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K-2.DA.7 Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data. (P4.2)
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K-2.DA.8 Collect and present data in various visual formats. (P4.4, P7.1)
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K-2.DA.9 Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions. (P4.1)
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K-2.AP.10 Model daily processes by creating and following algorithms to complete tasks. (P3.2, P4.4)
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K-2.AP.11 Model the way programs store data. (P4.4)
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K-2.AP.12 Create programs with sequences of commands and simple loops, to express ideas or address a problem. (P5.2)
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K-2.AP.13 Decompose the steps needed to solve a problem into a sequence of instructions. (P3.2)
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K-2.AP.14 Develop plans that describe a program’s sequence of events, goals, and expected outcomes. (P5.1, P7.2) K-2.AP.15 Give attribution when using the ideas and creations of others while developing programs. (P7.3) K-2.AP.16 Debug errors in an algorithm or program that includes sequences and simple loops. (P6.2) K-2.AP.17 Describe the steps taken and choices made during the iterative process of program development. (P7.2)
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K-2.IC.18 Compare how people lived and worked before and after the adoption of new computing technologies. (P3.1)
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K-2.IC.19 Work respectfully and responsibly with others when communicating electronically. (P2.1)
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K-2.IC.20 Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately. (P3.1)
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P1. Fostering an Inclusive Computing Culture
P2. Collaborating Around Computing
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