Free Choice Experience Plan

Implemented when children choose which areas to play in and stay for as long as they want
Instructor Approval: ________________________________________________________ Date _________________

Use your Free Choice Experience Plan Guidelines to help you understand the content required in each section AND how to correctly
write the content.

Complete/Incomplete Base Information

Date: Name: April Navarro Curriculum Area: Visual and Performing Art
11/12/23

Age of children: (Choose 1) Number of children participating at 1 time (choose 1):

☐ 0-8 months ☐ 8-18 months ☐ 18-24 months ☐ 2-3 children ☐ 3-4 children ☐ 4-5 children

☐24-36 months ☐ 36-48 months ☐ 48-60

☐ 5-6 children
months

☐ 5-6 years (K) ☐ 6-7 years (1st) ☐ 7-8 years (2nd)

Brief description of activity (1-2 sentences):

Children will use the art materials (e.g., crayons, markers, and paint sticks) to create their own art. There will also be textured
rubber tiles, as an option, provided underneath their sheet of construction paper so each child can note on how one area of
the sheet of paper feels bumping and another area of their sheet of paper feels softer while creating their own lines and
marks.

Master Date Talked with Master Teacher (must be PRIOR to turning in this plan): ___________
Teacher
Comments by Master Teacher:
Feedback

Evidence Supporting Developmentally Appropriate (DAP) Experience

Observation What have you observed children doing or saying related to skills/development in this domain
and (curriculum area). Write your anecdotal notes collected in lab here:
Reflection What is the child’s current knowledge/strength in this area based on this observation?

Complete
Incomplete

CA
Foundations/
Note that each of the different state resources use a similar framework for identifying parts of the standards but refer to them using
Standards different terminology. These different terms are reflected below. The layout here is meant to help show that the sections are very
similar even when using different names.
 Domain/Content Area: Visual and Performing Art

Strand/Domain/Disciplinary Visual Art

Write out Core Idea:
completely Sub-strand/Strand Cluster/Title 1.0: Notice, Respond, and Engage
including (Not Infant/Toddler):
numbering The age chosen for both foundations/standards must be the same and match
Foundation/Individual Standard:
the age you are planning for:
(Choose 1)
☐ 8 ☐ 18 ☐ 36 ☐ 48 ☐ 60 1.2: Create marks with crayons, paints, and chalk and then
Complete
identify them; mold and build with dough and clay and then
Incomplete ☐ K ☐ 1st ☐ 2nd ☐ 3rd
identify them.

(At around 48 months of age)

Domain/Content Area: Visual and Performing Art

Strand/Domain/Disciplinary Visual Art

Core Idea:
Sub-strand/Strand Cluster/Title 2.0: Develop Skills in Visual Art
(Not Infant/Toddler):
Foundation/Individual Standard: The age chosen for both foundations/standards must be the same and match
the age you are planning for:
(Choose 1)
☐ 8 ☐ 18 ☐ 36 ☐ 48 ☐ 60

☐ K ☐ 1st ☐ 2nd ☐ 3rd 2.6: Demonstrate some motor control when working with
visual arts tools.

(At around 48 months of age)

CA 1. Frameworks Guiding Principles key idea (note volume and page): Vol. 2 Page: 44
Frameworks
Arts experiences for preschoolers are more about process than product.
and Key
Ideas: 2. Frameworks Environment and materials key idea (note volume and page): Vol. 2 Page: 48

A well- constructed environment for social and collaborative learning.

Write these 3a. Frameworks Interactions and Strategies key idea for Foundation #1 Vol. 2 Page: 53
out completely Encourage engagement with art at all levels.

(In relation to the 1.2 foundation from the 1.0: Notice, Respond, and Engage sub-strand).

Only for 0-60 3b. Frameworks Interactions and Strategies key idea for Foundation #2 Vol. 2 Page: 54
months
Provide children simply with a means and place to make (e.g., a crayon and paper), and they will begin with
the same basic images.
Complete (In relation to the 2.6 foundation from the 2.0: Develop Skills in Visual Art sub-strand).
Incomplete

Concept (1) What one SPECIFIC skill or piece of information will you teach? Examples: Healthy food helps bodies grow
strong. Everyday items can be used as painting tools.

A variety of objects can be used for art (e.g., creating marks with crayons and identifying them) while
Complete maintaining some type of fine motor control throughout the activity.
Incomplete

Objectives Objectives must be specific and observable/measurable (you must be able to see or hear the children
(2): accomplish the objective).

Children will be able to create marks with crayons and markers on construction paper while using creativity
to create their own art.

Children will be able to demonstrate some motor control, while handling the art tools, throughout the
Complete activity.
Incomplete

DRDP 2015 Measure name and number: (example VPA 1: Visual Arts)
Measure(s):
Definition of measure (found right under the measure name and number in the DRDP):

VPA 1: Visual Art

Complete
Definition: Child engages, develops skills, and expresses self with increasing creativity, complexity, and
Incomplete
depth through two-dimensional and three-dimensional visual art.

Planning for Implementation

Materials:

Material Name for Detailed information about the material (amount, description,
Activity color, type, title and author, etc.)
Your Grocery Construction Paper 15 sheets of paper (12 x 18 inches)
List to gather
before Crayons 1 box of regular crayons (variety of colors)
implementing
Crayons 1 box of jumbo crayons (variety of colors)

Tape 1 roll of blue scotch tape

Complete
Incomplete Textured Rubber Tiles 4 textured rubber tiles

Markers 2 boxes of markers (variety of colors)

Additional Materials for

Adaptations:

Paint Sticks 6 paint sticks (only 2 paint sticks will be taped at a time)
Environment How will you arrange the activity environment for children to physically be in the space (tables, chairs,
is the Third open area, standing, sitting on the floor, etc.)?
Teacher:
The children will be located at the main rectangular table that is near to the sink and restroom. There will
Set Up: be a total of four chairs provided to the children, with at least one chair placed on a different side of the
table (e.g., sitting next and across from each other). The teacher will be located near the children by either
standing or sitting next to the art activity. The teacher’s back will remain facing toward the direction of the
sink and restroom in making sure to supervise all directions of the classroom.
Complete
Incomplete How will you display/place materials for children so that they understand the expectations of how to
use materials?

All the materials will be made easily accessible and placed in front of where each child is sitting at the
table. A construction piece of paper and crayons (e.g., rolled into a cluster of three wrapped in blue tape)
will be placed on the children’s left side from where they are sitting. The colored markers will be placed in
front of each child on the table as well.

How will you display/place materials for children so that they are enticed to participate in the activity?

A sheet of construction paper rolled up bunches of crayons, and markers will be neatly organized on top of
the table for the children to use and explore. I will organize the art tools (e.g., crayons and markers) on the
top and center location of the construction papers.

How will you display/place materials for children so that they are able to easily access materials?

All the tools and materials will be neatly organized onto the table for each child to easily find and use. All
items will be located, surrounding the child, and that are reachable within arm’s reach from where he or
she is sitting. The variety selection of the crayons and markers will be in the center of where the children
are sitting from (e.g., the center) so he or she can easily reach the objects when needed to complete the
art activity. I will place a few of the rubbered textiles underneath a few of the papers, so they can draw
over it, feel its texture while creating patterns. However, it will be interesting to observe each child try to
create art on the rubbered textiles (e.g., underneath their construction paper) while drawing with crayons
and/or markers on the sheet of paper. Children may make observations and comment on how soft or
bumpy a few sections underneath their paper may feel and so on.

Intentional
teaching:
Open-Ended Questions/Conversation Starters about the CONCEPT taught:

For CD V66 students only: List Bloom’s Taxonomy level (explain) and CLASS Instructional Support Indicator
or Behavioral Marker (List)

● Open Ended Open Question or Conversation starter about the CONCEPT Bloom’s CLASS
Questions taught (at least 3)
N/A N/A

“I noticed that a specific section of your paper has patterns

Complete
and that section of your paper has clean lines and drawings
Incomplete
that you drew. Hmm… why do you think your paper looks
different in those different sections?”
 N/A N/A

“Tell me how you did that?”

N/A N/A

● Vocabulary “Where did you get your idea?”

Complete Vocabulary: (List at least 3 vocabulary words that will be introduced and helps to focus on the concept.
Incomplete Provide a child friendly definition/explanation and/or an example of how you might use it with children
during the experience.

Vocab for concept Child friendly definition and/or a sentence I would use
development
1 Lines “In this art activity, you will have the option to create any type of art.
Lines are an example- you can create straight lines, curvy lines, or
squiggly lines!”

2 Texture “Texture means the way something feels, such as touching its surface
on top. In this case, we can say that the surface feels bumpy or soft.”

3 Colors “There will be several colors used in this art activity- such as red, blue,
green, yellow, orange and so on.”

Skill Level How will you adapt this experience based on a child’s age or skill level? (Describe how you will change the
(Differentiated experience to ensure an equitable experience, be specific in your strategy, and tell how this adaptation addresses the
Learning—Push needs of children of different ages or skill levels.).
ups) Learning
If you are working with a partner in lab but in different classes, explain how you are adapting the lesson for the
Strategy:
different ages you are working with:

A way to change this art activity for different ages would be to allow the younger children to use the jumbo
Complete crayons to create their own art. These jumbo crayons markers are primarily thicker and wider than the other
Incomplete art tools that will be made available for this art activity. This way, the younger children can use these types
of crayons to make it easier for him or her to use their hands to grasp around the items and increase their
chance of seeing their results (e.g., marks and scribbles) onto their paper.

Adaptations Choose 1 of the options listed:

for Equity
Strategy: ☐ Special Needs (fine motor skills that are underdeveloped) ☐ Economics ☐ Culture/Ethnicity

☐ English Language Learner ☐ Gender ☐ Family Lifestyle

Complete
Incomplete
Plan for Adaptation (describe how you will change the experience to ensure an equitable experience, be specific in
your strategy, and tell how this adaptation addresses the needs of the population you chose.):
 Children who have fine motor skills that are still underdeveloped may not be able to create marks with the
crayons. An alternative would be to provide the children who have a special need to use paint sticks to create
their own art. Having paint sticks as an alternative will still provide the children an opportunity to engage in
art while using these types of tools for an easier gliding process onto the paper. The use of paint sticks will
also provide the children with an art tool that best resembles the ease of crayons and markers (e.g., that
their peers will be using in the art activity).

Procedure for Implementation

Creative ● List the prop you will use to interest children
invitation
The art tools, such as the crayons and markers all bunched together (e.g., by three items at a time and
(Pick-up line) wrapped into blue tape) will be the main prop used for this art activity.

● (Script) Write what you will say to children to entice and invite participation:
Complete “It looks like I got the crayons and markers stuck together. This looks very interesting. I wonder if I can use
Incomplete
each bundle and draw them together. Does anyone want to try to draw with the crayons or markers that
are all bunched like this…. to see if it works?!”

Procedure: From start to finish describe what children will do step by step. Ensure that children have the opportunity
to meet the objectives during this part of your plan.

Step by Step Procedure:

1. Wash and dry hands.

Complete
Incomplete 2. Choose an empty chair from the table to sit on.

3. Listen to the teacher give a short introduction about the materials on the table and safe handling
information.

4. Pick up either a bunch of crayons (that are taped together) or bunch or markers and draw and
place the item over the construction paper.
What children
5. Use the bunch of crayons or markers to draw on top of the sheet of paper.
will do in your
activity 6. Each child can choose to use one (e.g., crayons) or alternative with markers throughout their art
activity. Note: Under a few sections of their paper, there will be textured rubber tiles placed
underneath, in which, the child will draw over soft and a rough surface).

7. Repeat steps four through six until art creation is complete or when the child feels that he or she is
all done with the activity.

8. Place all materials in the middle of the table.

AND 9. Each child will attempt to write their name, or if they need assistance, their teacher can help them
write their own name.

10. Stand up from the chair and leave the table.

 11. Wash and dry hands.

What you will look for during the activity that tells or show you that children met the objectives

What you will Copy and paste your objectives here:

look for them
1. Children will be able to create marks with crayons and markers on construction paper while using
doing that tells
creativity to create their own art.
you they met
the objectives 2. Children will be able to demonstrate some motor control, while handling the art tools, throughout
the activity.

Complete Write what will you look for during the procedure that lets you know children have met the objectives.
Incomplete This must be explicit in the procedures above so you can copy and paste this into this section.:

An aspect that I will look for is observing the children use the crayons and markers (e.g., all bunched together
in sets with the blue tape) and see them draw marks or attempt to draw objects on their sheet of
construction paper. This aspect will also let me know that they are practicing on and have initiated some
type of fine motor control while using these type of art tools in the activity.

Closure: CLOSURE: Write what you will say to children about what they experienced that reiterates (retells) the
concept and objectives:
Write a script
of what exactly (Script)
you will say.
“Wow, you did a lot today! We were able to use many art tools such as crayons and markers.. all bunched
together) and draw on your own construction paper. We also had drawn over the textured rubber tiles and
have discussed how bumpy it feels when drawing over it and when drawing on the paper on its own.”
Complete
Incomplete TRANSITION: Write what you will say to children that transitions each child individually to next activity
of their choosing:

(Script)

“Thank you for creating art with me today! I had enjoyed seeing each of you use your own creativity and
draw by using the crayons and markers that were all tied together!”

Family Engagement
Content for weekly newsletter—must be a minimum of one paragraph written in a way that families
understand (think reading level and technical language)
Home to
school Include all of the following:
connection:
● What your child experienced during this activity

● What the concept being taught is

Complete
● Why it is important to learn this concept at this age/how it is influencing the child’s development
Incomplete
● A specific suggestion for families that they can do at home to help reinforce the concept and
development begun with this activity.
“Hi families!

Today we had made marks and different images with different art tools such as crayons and markers that
were all taped together with tape. Your child had the opportunity to also discuss how it feels to draw over
different types of platforms such as bumpy (e.g., by placing textured rubber tiles underneath the
construction paper) and soft by them simply drawing over a construction paper with nothing underneath.
Yay! My concept for this art activity was to provide an opportunity for the children to create marks (e.g.,
lines and images) with these types of art tools while using their creativity. Your child also had the
opportunity to identify these marks and objects throughout or at the end of the activity. All of this was
done by also your child practicing their fine motor skills and control!

This concept and art activity should not be limited to only using art tools such as crayons or markers. Other
materials and objects can be used to further expand opportunities for them to make connections in their
creativity and practice their fine motor skills. This type of activity will also be useful as an initial
introduction in developing their fine motor skills, in which, will help with your child’s development with
emergent writing as they progress into a higher educational grade level. If you would like to try this at
home, I would suggest choosing something that you may already have at home such as painting! If you do
not have paint brushes, you can creative and use household objects such as empty toilet paper rolls and
cut the end of one side into tiny strips. In that way, your child can dip the item into the paint and use that
item as their painting tool! Another idea is to use playdough or clay and let them explore using their
creativity to create objects or anything that comes into mind!”
 Note: These are the anecdotal notes that I had collected in lab (1 in music, 1 in dance, 1 in art, and 2 others
in VPA that are most observed). I am not sure if we had to turn them in with the experience plan, but here it
is!

Anecdotal Form Date: 11/01/23

Check off whatever applies to the context of this observation

Child’s name: Sev ❑ Child-initiated ❑ Teacher-initiated

❑ Familiar task for this child ❑ Done with adult guidance
Age: 3 yr. 7 mo. Classroom: Catfish Classroom
❑ New task for this child ❑ Time spent (1-5 mins.)

Observer: April Navarro ❑ Done with peers(s) ❑ Time spent (5-15 mins.)
❑ Done independently ❑ Time spent (15+ mins.)
Check the developmental domain and circle/highlight the DRDP measure for which the anecdote provides evidence.
❑ ❑
Cognitive Development

❑
COG 1 Spatial Relationships History Social Studies Development
COG 2 Classification HSS 1 Sense of Time English Language Development
COG 3 Number Sense of Quantity HSS 2 Sense of Place ELD 1 Comprehension of English (Receptive English)
COG 4 Number Sense of Math Operations HSS 3 Ecology ELD 2 Self-Expression in English (Expressive English)
COG 5 Measurement HSS 4 Conflict Negotiation ELD 3 Understanding and Response to English Literacy
COG 6 Patterning HSS 5 Responsible Conduct as a Group Member Activities
COG
COG
7 Shapes
8 Cause and Effect ❑ Emotional and social competency
ELD 4 Symbol, Letter, and Print Knowledge in English

❑
COG 9 Inquiry Through Observation and Investigation SED 1 Identity of Self in Relation to Others
COG 10 Documentation and Communication of Inquiry SED 2 Social and Emotional Understanding Physical Development
COG 11 Knowledge of the Natural World SED 3 Relationships and Social Interactions with Familiar PD-HLTH 1 Perceptual-Motor Skills and Movement

❑ Language and Literacy Development

Adults
SED 4 Relationships and Social Interactions with Peers
Concepts
PD-HLTH 2 Gross Locomotor Movement Skills
LLD 1 Understanding of Language (Receptive) SED 5 Symbolic and Sociodramatic Play PD-HLTH 3 Gross Motor Manipulative Skills
LLD 2 Responsiveness to Language PD-HLTH 4 Fine Motor Manipulative Skills
LLD 3 Communication and Use of Language (Expressive
LLD 4 Reciprocal Communication and Conversation ❑ Approaches To Learning and Self-Regulation
PD-HLTH 5 Safety
PD-HLTH 6 Personal Care Routines: Hygiene
LLD 5 Interest in Literacy ATL-REG 1 Attention Maintenance PD-HLTH 7 Personal Care Routines: Feeding*
LLD 6 Comprehension of Age-Appropriate Text ATL-REG 2 Self-Comforting PD-HLTH 8 Personal Care Routines: Dressing*
LLD 7 Concepts about Print ATL-REG 3 Imitation PD-HLTH 9 Active Physical Play
LLD 8 Phonological Awareness ATL-REG 4 Curiosity and Initiative in Learning PD-HLTH 10 Nutrition

❑
LLD 9 Letter and Word Knowledge ATL-REG 5 Self-Control of Feelings and Behavior
LLD 10 Emergent Writing ATL-REG 6 Engagement and Persistence Visual and Performing Arts
ATL-REG 7 Shared Use of Space and Materials VPA 1 Visual Art
VPA 2 Music
VPA 3 Drama
VPA 4 Dance

Objectively describe what you saw the child do Analyze/tell what you now know about the
and/or heard the child say child’s development in the selected area(s)

Sev and his classmate, Wyatt, are sitting at the music center VPA 2 Music
on top of the playhouse. Sev is sittng on the top left and is
singing, “Da dehh dah dah dah yewwwww” and “Da Building Middle- Engages in extended segments of
musical activities initiated by others, by making musical
deehhhhh dehhh dahhh dahhh dewwwwww”. While Sev is
singing, he is patting back and forth with both hands on top sounds using voice, body, or instruments.
of his drum set that is placed in front of him. Wyatt is also Sev can demonstrate actions related to this
sitting beside him and tapping with the palms of his hands developmental level by being able to participate by
on top of his own drum. Sev and Wyatt are both patting singings and playing the drums and triangle alongside
and hitting on top of the drums at the same time. Sev then his peer. He sings certain phrases such as “Patty partiiii
says again, “Patty partiiii dee deeeeeee dahhhh”. Sev then dee deeeeeee dahhhh” and “Da deehhhhh dehhh
grabs the tringle from his right side, that is behind him, and dahhh dahhh dewwwwww”.
taps on the triangle with the stick from his left hand. Sev
then grabs the drums again and says, “helloo lalalalla lalala
“ and repeats the phrase again. Sev then looks at Wyatt and
begins to tap onto the drums with both palms of his hands
alongside Wyatt.
Anecdotal Form Date: 11/01/23
Check off whatever applies to the context of this observation

Child’s name: Ara ❑ Child-initiated ❑ Teacher-initiated

❑ Familiar task for this child ❑ Done with adult guidance
Age: 3 yr. 9 mo. Classroom: Catfish Classroom
❑ New task for this child ❑ Time spent (1-5 mins.)

Observer: April Navarro ❑ Done with peers(s) ❑ Time spent (5-15 mins.)
❑ Done independently ❑ Time spent (15+ mins.)
Check the developmental domain and circle/highlight the DRDP measure for which the anecdote provides evidence.
❑ ❑
Cognitive Development

❑
COG 1 Spatial Relationships History Social Studies Development
COG 2 Classification HSS 1 Sense of Time English Language Development
COG 3 Number Sense of Quantity HSS 2 Sense of Place ELD 1 Comprehension of English (Receptive English)
COG 4 Number Sense of Math Operations HSS 3 Ecology ELD 2 Self-Expression in English (Expressive English)
COG 5 Measurement HSS 4 Conflict Negotiation ELD 3 Understanding and Response to English Literacy
COG 6 Patterning HSS 5 Responsible Conduct as a Group Member Activities
COG
COG
7 Shapes
8 Cause and Effect ❑ Emotional and social competency
ELD 4 Symbol, Letter, and Print Knowledge in English

❑
COG 9 Inquiry Through Observation and Investigation SED 1 Identity of Self in Relation to Others
COG 10 Documentation and Communication of Inquiry SED 2 Social and Emotional Understanding Physical Development
COG 11 Knowledge of the Natural World SED 3 Relationships and Social Interactions with Familiar PD-HLTH 1 Perceptual-Motor Skills and Movement

❑ Language and Literacy Development

Adults
SED 4 Relationships and Social Interactions with Peers
Concepts
PD-HLTH 2 Gross Locomotor Movement Skills
LLD 1 Understanding of Language (Receptive) SED 5 Symbolic and Sociodramatic Play PD-HLTH 3 Gross Motor Manipulative Skills
LLD 2 Responsiveness to Language PD-HLTH 4 Fine Motor Manipulative Skills
LLD 3 Communication and Use of Language (Expressive
LLD 4 Reciprocal Communication and Conversation ❑ Approaches To Learning and Self-Regulation
PD-HLTH 5 Safety
PD-HLTH 6 Personal Care Routines: Hygiene
LLD 5 Interest in Literacy ATL-REG 1 Attention Maintenance PD-HLTH 7 Personal Care Routines: Feeding*
LLD 6 Comprehension of Age-Appropriate Text ATL-REG 2 Self-Comforting PD-HLTH 8 Personal Care Routines: Dressing*
LLD 7 Concepts about Print ATL-REG 3 Imitation PD-HLTH 9 Active Physical Play
LLD 8 Phonological Awareness ATL-REG 4 Curiosity and Initiative in Learning PD-HLTH 10 Nutrition

❑
LLD 9 Letter and Word Knowledge ATL-REG 5 Self-Control of Feelings and Behavior
LLD 10 Emergent Writing ATL-REG 6 Engagement and Persistence Visual and Performing Arts
ATL-REG 7 Shared Use of Space and Materials VPA 1 Visual Art
VPA 2 Music
VPA 3 Drama
VPA 4 Dance

Objectively describe what you saw the child do Analyze/tell what you now know about the
and/or heard the child say child’s development in the selected area

Ara is standing up on the rug in the middle of the VPA 4 Dance

classroom with her peers and teacher. The CD player is on
Building Middle- Tries out various movements
and playing a rhythm. The speaker of the song says,
through space, with some body control and
“Bend down low…. And jump!” Ara bends her knees and
lowers her body down and jumps high in place. She then awareness, in response to music, rhythms, others’
movements or adults’ cues.
rocks her body side to side along with the rhythm of the
song. The speaker then says, “Freeze!” Ara stops her body In this scenario, Ara demonstrates the ability to bend
from rocking back to forth motion and stays still for about down low, hump high, and attempts to follow her
three seconds. The speaker of the song then says, “Jump teacher’s and peers’ movement while going along
high” and Ara begins to jump once in place. The speaker with the instruction of the song. She also freezes and
of the song then says, “Roll your arms as fast as you can stops her body from dancing throughout the song
above your head!” Ara looks to her right side at her peer, and begins to resume dancing with her peers.
Eliana, and begins to roll her hands above her head for
about three seconds. Again, the speaker of the song says
“Freeze!” and Ara stops her body and pauses for about
three seconds again. When the rhythm plays again, Ara
begins to jump and then rock her body back and forth
(e.g., left to the right side and repeat) while walking
around the classroom.
Anecdotal Form Date: 11/01/23
Check off whatever applies to the context of this observation

Child’s name: Lulu ❑ Child-initiated ❑ Teacher-initiated

❑ Familiar task for this child ❑ Done with adult guidance
Age: 3 yr. _5 mo. Classroom: Catfish Classroom
❑ New task for this child ❑ Time spent (1-5 mins.)

Observer: April Navarro ❑ Done with peers(s) ❑ Time spent (5-15 mins.)
❑ Done independently ❑ Time spent (15+ mins.)
Check the developmental domain and circle/highlight the DRDP measure for which the anecdote provides evidence.
❑ ❑
Cognitive Development

❑
COG 1 Spatial Relationships History Social Studies Development
COG 2 Classification HSS 1 Sense of Time English Language Development
COG 3 Number Sense of Quantity HSS 2 Sense of Place ELD 1 Comprehension of English (Receptive English)
COG 4 Number Sense of Math Operations HSS 3 Ecology ELD 2 Self-Expression in English (Expressive English)
COG 5 Measurement HSS 4 Conflict Negotiation ELD 3 Understanding and Response to English Literacy
COG 6 Patterning HSS 5 Responsible Conduct as a Group Member Activities
COG
COG
7 Shapes
8 Cause and Effect ❑ Emotional and social competency
ELD 4 Symbol, Letter, and Print Knowledge in English

❑
COG 9 Inquiry Through Observation and Investigation SED 1 Identity of Self in Relation to Others
COG 10 Documentation and Communication of Inquiry SED 2 Social and Emotional Understanding Physical Development
COG 11 Knowledge of the Natural World SED 3 Relationships and Social Interactions with Familiar PD-HLTH 1 Perceptual-Motor Skills and Movement

❑ Language and Literacy Development

Adults
SED 4 Relationships and Social Interactions with Peers
Concepts
PD-HLTH 2 Gross Locomotor Movement Skills
LLD 1 Understanding of Language (Receptive) SED 5 Symbolic and Sociodramatic Play PD-HLTH 3 Gross Motor Manipulative Skills
LLD 2 Responsiveness to Language PD-HLTH 4 Fine Motor Manipulative Skills
LLD 3 Communication and Use of Language (Expressive
LLD 4 Reciprocal Communication and Conversation ❑ Approaches To Learning and Self-Regulation
PD-HLTH 5 Safety
PD-HLTH 6 Personal Care Routines: Hygiene
LLD 5 Interest in Literacy ATL-REG 1 Attention Maintenance PD-HLTH 7 Personal Care Routines: Feeding*
LLD 6 Comprehension of Age-Appropriate Text ATL-REG 2 Self-Comforting PD-HLTH 8 Personal Care Routines: Dressing*
LLD 7 Concepts about Print ATL-REG 3 Imitation PD-HLTH 9 Active Physical Play
LLD 8 Phonological Awareness ATL-REG 4 Curiosity and Initiative in Learning PD-HLTH 10 Nutrition

❑
LLD 9 Letter and Word Knowledge ATL-REG 5 Self-Control of Feelings and Behavior
LLD 10 Emergent Writing ATL-REG 6 Engagement and Persistence Visual and Performing Arts
ATL-REG 7 Shared Use of Space and Materials VPA 1 Visual Art
VPA 2 Music
VPA 3 Drama
VPA 4 Dance

Objectively describe what you saw the child do Analyze/tell what you now know about the
and/or heard the child say child’s development in the selected area

Lulu is sitting at the art center. She has the green VPA 1 Visual Art
playdough on the black tray and is feeling the
Building Earlier- Experiments with tools and materials
playdough with both hands. Lulu inserts her fingers,
for painting or drawing (two-dimensional) or sculpting
from her right hand, into the center of the playdough.
With both palms of her hands, she then pushes down or assemblage (three-dimensional), sometimes
representing a concrete thing.
on the playdough and begins to use both hands to
squish it together into a sphere like figure. With her Lulu can demonstrate actions pertaining to the Building
left hand, she grabs the blue plastic stick and places it Earlier developmental level by rolling the playdough
over the black tray. With her right hand, she picks up into a sphere, or ball, like figure and the stating that the
the green playdough from the tray and places it on items that she is interacting with represents a pretend
top of the blue stick. She then places the item down food, such as a lollipop.
on the tray and begins to use both hands to pat down
the playdough on top of the stick. She picks up the
stick with the green playdough on top and places the
items in front of her. She looks down at the items and
says, “Hmmm… I made a lollipop. Look.”
 Anecdotal Form Date: 11/01/23
Check off whatever applies to the context of this observation

Child’s name: Dash ❑ Child-initiated ❑ Teacher-initiated

❑ Familiar task for this child ❑ Done with adult guidance
Age: 3 yr. 9 mo. Classroom: Catfish Classroom
❑ New task for this child ❑ Time spent (1-5 mins.)

Observer: April Navarro ❑ Done with peers(s) ❑ Time spent (5-15 mins.)
❑ Done independently ❑ Time spent (15+ mins.)
Check the developmental domain and circle/highlight the DRDP measure for which the anecdote provides evidence.
❑ ❑
Cognitive Development

❑
COG 1 Spatial Relationships History Social Studies Development
COG 2 Classification HSS 1 Sense of Time English Language Development
COG 3 Number Sense of Quantity HSS 2 Sense of Place ELD 1 Comprehension of English (Receptive English)
COG 4 Number Sense of Math Operations HSS 3 Ecology ELD 2 Self-Expression in English (Expressive English)
COG 5 Measurement HSS 4 Conflict Negotiation ELD 3 Understanding and Response to English Literacy
COG 6 Patterning HSS 5 Responsible Conduct as a Group Member Activities
COG
COG
7 Shapes
8 Cause and Effect ❑ Emotional and social competency
ELD 4 Symbol, Letter, and Print Knowledge in English

❑
COG 9 Inquiry Through Observation and Investigation SED 1 Identity of Self in Relation to Others
COG 10 Documentation and Communication of Inquiry SED 2 Social and Emotional Understanding Physical Development
COG 11 Knowledge of the Natural World SED 3 Relationships and Social Interactions with Familiar PD-HLTH 1 Perceptual-Motor Skills and Movement

❑ Language and Literacy Development

Adults
SED 4 Relationships and Social Interactions with Peers
Concepts
PD-HLTH 2 Gross Locomotor Movement Skills
LLD 1 Understanding of Language (Receptive) SED 5 Symbolic and Sociodramatic Play PD-HLTH 3 Gross Motor Manipulative Skills
LLD 2 Responsiveness to Language PD-HLTH 4 Fine Motor Manipulative Skills
LLD 3 Communication and Use of Language (Expressive
LLD 4 Reciprocal Communication and Conversation ❑ Approaches To Learning and Self-Regulation
PD-HLTH 5 Safety
PD-HLTH 6 Personal Care Routines: Hygiene
LLD 5 Interest in Literacy ATL-REG 1 Attention Maintenance PD-HLTH 7 Personal Care Routines: Feeding*
LLD 6 Comprehension of Age-Appropriate Text ATL-REG 2 Self-Comforting PD-HLTH 8 Personal Care Routines: Dressing*
LLD 7 Concepts about Print ATL-REG 3 Imitation PD-HLTH 9 Active Physical Play
LLD 8 Phonological Awareness ATL-REG 4 Curiosity and Initiative in Learning PD-HLTH 10 Nutrition

❑
LLD 9 Letter and Word Knowledge ATL-REG 5 Self-Control of Feelings and Behavior
LLD 10 Emergent Writing ATL-REG 6 Engagement and Persistence Visual and Performing Arts
ATL-REG 7 Shared Use of Space and Materials VPA 1 Visual Art
VPA 2 Music
VPA 3 Drama
VPA 4 Dance

Objectively describe what you saw the child do Analyze/tell what you now know about the
and/or heard the child say child’s development in the selected area

Dash is sitting at the art center. Dash has a white paper VPA 1 Visual Art
plate placed in front of him. He places a blue feather on
Building Earlier- Experiments with tools and
the bottom off the paper plate. He then looks up in
materials for painting or drawing (two-
front of him and places two white fuzzy balls on the top
left on the plate. Dash then looks up and begins to look dimensional) or sculpting or assemblage (three-
dimensional), sometimes representing a
at the other items that are placed in front of him. He
concrete thing.
then uses his right hand to reach for two googly eyes
and places them in the top center section of his plate. Dash can demonstrate actions pertaining to the
Dash then picks up his paper plate and begins to stand Building Earlier developmental level by gluing
up with the item. He places the plate, by grabbing the collage materials onto the paper plate, using
stick that is already attached on the bottom and puts both two-dimensional materials (paper plate)
the plate in front of his face. He begins to walk toward and three-dimensional objects (e.g., feathers,
Lulu who is sitting on the other table beside him and he googly eyes). By the placement of the googly
says, “Ahhhhhhh!” while sticking out his right hand eyes and feather (e.g., a smile) and then placing
toward her and holding the paper plate with his left the paper plate with all the items on top in front
hand in front of his face. of his face- it appeared that he was wearing a
mask and even approached his classmate to say
“Ahhhh” while having the paper plate in front of
him.
Anecdotal Form Date: 11/01/23
Check off whatever applies to the context of this observation

Child’s name: Natalia ❑ Child-initiated ❑ Teacher-initiated

❑ Familiar task for this child ❑ Done with adult guidance
Age: 3 yr. 8 mo. Classroom: Catfish Classroom
❑ New task for this child ❑ Time spent (1-5 mins.)

Observer: April Navarro ❑ Done with peers(s) ❑ Time spent (5-15 mins.)
❑ Done independently ❑ Time spent (15+ mins.)
Check the developmental domain and circle/highlight the DRDP measure for which the anecdote provides evidence.
❑ ❑
Cognitive Development

❑
COG 1 Spatial Relationships History Social Studies Development
COG 2 Classification HSS 1 Sense of Time English Language Development
COG 3 Number Sense of Quantity HSS 2 Sense of Place ELD 1 Comprehension of English (Receptive English)
COG 4 Number Sense of Math Operations HSS 3 Ecology ELD 2 Self-Expression in English (Expressive English)
COG 5 Measurement HSS 4 Conflict Negotiation ELD 3 Understanding and Response to English Literacy
COG 6 Patterning HSS 5 Responsible Conduct as a Group Member Activities
COG
COG
7 Shapes
8 Cause and Effect ❑ Emotional and social competency
ELD 4 Symbol, Letter, and Print Knowledge in English

❑
COG 9 Inquiry Through Observation and Investigation SED 1 Identity of Self in Relation to Others
COG 10 Documentation and Communication of Inquiry SED 2 Social and Emotional Understanding Physical Development
COG 11 Knowledge of the Natural World SED 3 Relationships and Social Interactions with Familiar PD-HLTH 1 Perceptual-Motor Skills and Movement

❑ Language and Literacy Development

Adults
SED 4 Relationships and Social Interactions with Peers
Concepts
PD-HLTH 2 Gross Locomotor Movement Skills
LLD 1 Understanding of Language (Receptive) SED 5 Symbolic and Sociodramatic Play PD-HLTH 3 Gross Motor Manipulative Skills
LLD 2 Responsiveness to Language PD-HLTH 4 Fine Motor Manipulative Skills
LLD 3 Communication and Use of Language (Expressive
LLD 4 Reciprocal Communication and Conversation ❑ Approaches To Learning and Self-Regulation
PD-HLTH 5 Safety
PD-HLTH 6 Personal Care Routines: Hygiene
LLD 5 Interest in Literacy ATL-REG 1 Attention Maintenance PD-HLTH 7 Personal Care Routines: Feeding*
LLD 6 Comprehension of Age-Appropriate Text ATL-REG 2 Self-Comforting PD-HLTH 8 Personal Care Routines: Dressing*
LLD 7 Concepts about Print ATL-REG 3 Imitation PD-HLTH 9 Active Physical Play
LLD 8 Phonological Awareness ATL-REG 4 Curiosity and Initiative in Learning PD-HLTH 10 Nutrition

❑
LLD 9 Letter and Word Knowledge ATL-REG 5 Self-Control of Feelings and Behavior
LLD 10 Emergent Writing ATL-REG 6 Engagement and Persistence Visual and Performing Arts
ATL-REG 7 Shared Use of Space and Materials VPA 1 Visual Art
VPA 2 Music
VPA 3 Drama
VPA 4 Dance

Objectively describe what you saw the child do Analyze/tell what you now know about the
and/or heard the child say child’s development in the selected area

Natalia is sitting on a chair at the table of the art VPA 1 Visual Art
center. She is sitting across from Wyatt and next to
Building Earlier- Experiments with tools and materials
Teacher Kiana. Natalia says, “What should I make?”
She then says, “Okay” to herself and begins to use her for painting or drawing (two-dimensional) or sculpting
right hand to grab onto the green play dough that is on or assemblage (three-dimensional), sometimes
representing a concrete thing.
her black tray. She grabs the cutting stick that is on the
left of her tray and begins to cut the green playdough Natalia can also demonstrate actions pertaining to the
in half. With both hands, she grabs the right piece of same developmental level, Building Earlier, as her other
the playdough that is split in half and begins to use peers involves in the art activity. Natalia cuts the
both hands to roll it into a ball. She then uses her right playdough in half by using the art tools and then divides
hand to lightly flatten the item onto the tray. She then them to roll them into long but circular figures onto her
grabs the left side of the playdough and uses both tray. Natalia then proceeds to say that she had made
hands to roll the item into a ball. Again, she slightly “potatoes” while engaging in her activity.
flattens the ball into a long and circular figure. Natalia
then looks at Teacher Kiana and says, “I made
potatoes!”