ASQ3 ASQSE2 KS Alignment 12.2021.pdf

ALIGNMENT

® ®

Ages & Stages Questionnaires (ASQ )

WITH

Kansas Early Learning Standards

www.agesandstages.com

® ®

Alignment of Ages & Stages Questionnaires (ASQ ) with Kansas Early Learning Standards

This document aligns the content from the Kansas Early Learning Standards with the items of the Ages & Stages Questionnaires ®

, Third Edition (ASQ

-3) (48, 54, 60, and 72 month intervals) and the Ages & Stages Questionnaires

: Social-Emotional, Second Edition (ASQ

:SE-2) (48 and 60 month intervals).

References

Squires, J., & Bricker, D. (2009) Ages & Stages Questionnaires

, Third Edition (ASQ

-3). Brookes Publishing Co., Inc.

Squires, J., Bricker, D., & Twombly, E. (2015) Ages & Stages Questionnaires

: Social-Emotional, Second Edition (ASQ

:SE-2). Brookes Publishing Co., Inc.

Kansas State Department of Education: Early Childhood, Special Education, and Title Services. (2013). Kansas Early Learning Standards. Retrieved from: https://www.ksde.org/Portals/0/Early%20Childhood/KsEarlyLearningStandards.pdf

ASQ products can be purchased online at www.brookespublishing.com or by calling 1-800-638-3775.

Created September 2021

ASQ®, ASQ®-3, and ASQ®:SE-2 are registered trademarks of and the ASQ logo is owned by Paul H. Brookes Publishing Co., Inc.

	KS Standard	ASQ-3 or ASQ-5E-2	ASQ Age Interval	ASQ Item
Approaches to Learning
Persistence and Engagement in Learning
Engagement and Attention
Young Infant	A1.1.1 Demonstrates awareness of happenings and surroundings.
A1.1.2 Gestures comfort' attention to bedding, looking at face, sitting or at times looking away to disengage.
A1.1.3 Moves into room with other children.
A1.1.4 Focuses on activity, but is easily distracted.
Mobile Infant	A1.1.5 Distributes activities in social environment with own turn (e.g., pretend)
A1.1.6 Begins to maintain focus, delays distractions, during bedded play in task.
A1.1.7 Begins to interact with other children, including or engaging child in play.
A1.1.8 Convenes to play when caregiver learns a skill.
Pre 3	A1.1.3 Sustains attention to task, especially when offer suggestions, comments and questions as a means of support.
A1.1.2 Improves distraction briefly when engaged in an activity.
A1.1.3 Removes distraction from another activity.
Pre 4	A1.1.4 Sustains attention to task despite distractions.
A1.1.2 Gathers information through listening. Remembers what was said in brief group discussion.
A1.1.3 Gathers information through listening. Remembers what was said in brief group discussion.
Initiation
Infants (Born to 11 months)	A1.1.1 Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects).
A1.1.2 Repeats intentionally and presents a figure (e.g., group lies on the floor or walks indoors in the year it joins up games).
A1.1.4 Exercises muscle in toys that lie on the floor.
A1.1.5 Eggs or self-inited activities for a sustained period of time.
Gender prior
Kindergarten	A1.1.1 Does not engage with peers.
A1.1.2 Practices on activity more than once.
A1.1.3 Stays with task at least five minutes.
A1.1.4 Explores opportunities or experiences from beginning to end.
Kindergarten	A1.1.5 Rereads focused on the task of hard work when frustrated or challenged.
A1.1.6 Investigates environment with purpose during play (e.g., opens, closes, fills, empties, builds up and knocks down objects and movements).
A1.1.7 Initiates play with other children.
A1.1.8 Investigates environment for food roles through play.
Pre 4	A1.1.6 Sends new and novel experiences and challenges through play
A1.1.7 Chooses activities to do alone or with others.
A1.1.8 Involves other children in joiner activities.
A1.1.9 Involves plan to play with other children.
Initiative
Cinnity and Initiative
Young Infant	A1.1.1 Shows preferences for certain boy or activities.
A1.1.2 Lists area toward caregiver to pick up, explores own fingers and toes.
A1.1.3 Explores environment through a variety of senses.
A1.1.4 Explores materials in the environment to cause result (e.g., takes things apart, turns furnish on and off, pour water in sand baths).
Mobile Infant	A1.1.5 Explores preferences for family people, books, toys and activities, offers inside on some choices.
A1.1.6 Explores opportunities about objects.
A1.1.7 Investigates environment with purpose during play (e.g., opens, closes, fills, empties, builds up and knocks down objects and movements).
A1.1.8 Initiates play with other children.
Pre 4	A1.1.6 Sends new and novel experiences and challenges through play
A1.1.7 Chooses activities to do alone or with others.
A1.1.8 Involves other children in joiner activities.
A1.1.9 Involves plan to play with other children.
Kindergarten
Performance Competence

KS Standard ASQ-3 or ASQ-SE-2 ASQ Item
Creativity
Problem Solving
Young Infant	A11.19 Begins to exhibit response exhibiting (e.g., wants briefly if instructed not to touch something).	Does your child usually take turns and share with other children?
Mobility Infant	A11.10 Learns for caregiver support in new or uncertain situations.
Toddler	A11.10 Learns to do things on toes.
Toddler	A11.10 Learns attentive play first attempt but lacks/or does adult assistance.
Pre 3	A11.10 Observes and mistakes how other people solve problems (e.g., blow on warm curtain after seeing someone blow on cereal).
Pre 3	A11.10 Sometimes remember and follow simple rules and routines, with adult guidance; steps doing something when directed to them.
Pre 3	A11.11 Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance.
Pre 4	A11.10 Receives a mask and applies two rules simultaneously (e.g., books go here, trucks there).
Pre 4	A11.10 Receives an instruction from caregiver (e.g., asking for help) and provides solution is proposed.
Pre 4	A11.10 Can draw graphics for better play later; anticipates comprehension of own behavior.
Pre 4	A11.15 understands what to real and what to make believe.
Kindergarten	No specific standards.
Creativity and Flexibility
Using Infant	A11.11 Storms toward to beding it, feeling or regulating new objects.	Does your child usually take turns and share with other children?
Mobility Infant	A11.12 Makes documents about self, others and the environment through play (e.g., loudly bangs a spoon on the table, notices and marks done again).
Toddler	A11.13 Makes everything already learned to something new (e.g., bringspoon on table, then bringspoon on overturned bowl).
Toddler	A11.14 Keeps feet campfire in new or uncertain situation (e.g., reaches for fireplace object and chinches adult response).
Pre 3	A11.15 May change behavior based on awareness learning.
Pre 3	A11.14 Concentrates on play, and imitates new ways to use everyday material.
Pre 4	A11.15 Measures questions and instructions that are purposeful or interesting and has ideas for possible solutions.
Pre 4	A11.16 Invents new activity through play
Pre 4	A11.17 Begins to engage game where must adjust response to changing rules (e.g., Sensor Skins); adjusts behavior to different activities setting.
Pre 4	A11.18 Holds on an arbitrary rule in mind and follows it to produce a response that differs from natural motions (e.g., sort small cards by color rather than by animals)
Kindergarten	No specific standards.
Physical Health and Development
Large Motor Skills
Using Infant	PH0.12 Demonstrates strength and control of arms, legs, legs and trunk using purposeful movements (e.g., ricks from stomach to hake, hooks head and torsos up on two hands, knacks back and forward while on hands and knees, sits comfortably unoccupied).
Mobility Infant	PH0.13 Rutures her objects.	Does your child follow rules at home or at child care?
Toddler	PH0.14 Tries independent steps.
Toddler	PH0.15 Moves and stands up independently.
Toddler	PH0.15 Moves and stands up, bends over, picks up objects and stacks back onto the floor.
Pre 3	PH0.15 Begins to run.
Pre 3	PH0.15 Knows how to walk with increasing coordination and balance (e.g., runs with a stair, jumps, kicks a ball, swims alternately when climbing stairs).
Ph0.14 Demonstrates booster motor skills with control and balance in active play (e.g., hop, jump, runs with control and direction, climb his pants and jumps on outdoor play equipment).	AS0.1 48 and 54 Does your child hop and dawn on either right or left at heart once without having her balancing or falling?
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or falling?
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or falling?
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or falling?
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or felling.
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or felling.
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or felling.
PH0.14 Demonstrates coordination in using objects during active play (e.g., riding a bike, catching a ball, throwing, balancing).	AS0.1 48 and 54 Does your child jump from a distance on a ball at heart once without having her balancing or felling.

	KS Standard	ASQ-3 or ASQ:SE-2	ASQ Age Interval	ASQ Item
Fine Motor Skills
Young Infant	PHD.1.4: Transfers objects from one hand to other.PHD.1.5: Groups and releases object using entire hand.
Mobile infant	PHD.m.4: Coordinates the use of arms, hands and fingers to accomplish tasks (e.g., drinks from bottle, cup by self, hold a spoon).PHD.m.5: Coordinates eye-hand movements (e.g., putting things in a boat).
Toddler	PHD.m.4: Coordinates the use of arms, hands and fingers to accomplish tasks (e.g., uses a spoon to scoop up food and bring it to mouth, uses scissors to cut small cut on a piece of paper).
Pre 3	PHD.m.2: Uses classroom and household tools independently and with heavy hand coordination to carry out more complex activities (e.g., use clock and scissors to be managed large blunt hooks, uses scissor to cut out and simple shapes).
Pre 4	PHD.q.4: With fluency and curiosity classroom and household tools independently and with eye-hand coordination to carry out activities (e.g., uses scissors to cut out shapes, arrows and buttons to dress up).
Kindergarten	NH.A	ASQ-3	48	Using child safe scissors, does your child cut a paper in half on a more or less straight line, making the blades go up and down? (Carefully watch your child's use of scissors for safety reasons)
Physical Fitness
Young Infant	PHD.1.6: Uses soft balls in physical activities for a sunny time, waches for our legs, kicks arms and legs when on back.
Mobile infant	PHD.m.6: Participates in active physical play (e.g., crawl and climb over and under).
Toddler	PHD.l.5: Participates in active physical play (e.g., runs, uses playground equipment).
Pre 3	PHD.l.3: Participates in active play exchanging strength and stamina.
Pre 4	PHD.l.3: Participates in active play exchanging strength and stamina.
Kindergarten	PHD.8.8: Participates in a variety of games that increase breathing and heart rate.
Kindergarten	PHD.8.9: Demonstrates sufficient muscular strength by supporting body weight in various activities.
Nutrition/Healthy Eating
Young Infant	PHD.1.7: Communicates hunger and when full (e.g., eagerly accepts bottle, turns head or pushes away when full).
Mobile infant	PHD.m.1: Eats during regular meal and does not eat hungry.
Toddler	PHD.m.1: Make same food choices and has food preferences; demonstrates will try new foods.
Pre 3	PHD.p.1: Eats a variety of foods.
Pre 4	PHD.p.6: Demonstrates basic understanding that eating a variety of foods helps the body grow and is healthy.
Pre 4	PHD.p.6: Demonstrates increasing complex oral motor skills (e.g., drinking through a straw, blowing bubbles).
Kindergarten	NH.A	ASQ.SE-2	48 and 60	Does your child have eating problems? For example, does he stuff food, vomit, eat things that are not food, or _____? (Please describe)
Personal Hygiene
Young Infant	PHD.1.8: Signals need by crying (e.g., wet, hungry, tired), etc.
Mobile infant	PHD.m.8: Indicates when parts are wet and need to be changed.
Toddler	PHD.1.7: Washes hands and faces with assistance.
Pre 3	PHD.p.6: Follows basic health practices (e.g., puts dirty tissues in trash, washes hands, covers mouth when sneezing) with occasional reminders.
Pre 4	PHD.p.7: Completes personal care tasks with increasing responsibility (e.g., bathroom routines, brushes teeth, etc.).
Pre 4	PHD.p.8: Follows basic health practices (e.g., puts dirty tissues in trash, washes hands, covers mouth when sneezing).
Pre 4	PHD.p.8: Completes personal care tasks with increasing responsibility (e.g., bathroom routines, brushes teeth, etc.).
Kindergarten	NH.A	ASQ.SE-2	60	Does your child go to the bathroom by herself? (Reminders and help with wiping are okay.)
Safety
Young Infant	PHD.1.9: Shows preference for major caregivers.
Mobile infant	PHD.m.10: Walks/walks when caregiver says “no” or gives a nonverbal cure for alarm/danger.
Toddler	PHD.m.9: Follows adult interaction/guidance regarding safety (e.g., walks, gentle touch, climbs in car seat, holds caregivers hand).
Pre 3	PHD.10: Alerts adults to potential harmful situations.
Pre 3	PHD.10: Knows common safety rules that have been discussed or taught.
Pre 4	PHD.p.10: Identifies and follows basic safety rules with positive reminders, guidance and support (e.g., does not talk to strangers, increases when someone is doing something unsafe, with reminders goes down the side feet first).
Pre 4.1	PHD.p.12: Demonstrates an ability to follow emergency routines with aid (supports a user on out building during a fire drill).
Pre 4.1	PHD.p.12: Identifies how adults help to keep safe in cups (e.g., colors of doctor, dentist, fire fighter, police officer etc.).
Kindergarten	NH.A

Social and Emotional Development
Character Development: SED.CD.
FOUNDATIONS OF CHARACTER DEVELOPMENT
Develop, implement, promote, and model core ethical and performance principles
Young infant	N/A
Mobile infant	N/A
Toddler	N/A
Pre-2	E0.D0.pk.1. Responds to positive and negative feedback from familiar adults.
Pre-4	E0.D0.pk.1. Responds appropriately to positive and negative feedback from adults most of the time.
Kindergarten	E0.D0.pk.2. Recognize and celebrate the natural beneficial consequence of acts of character.
	E0.D0.pk.2. Identify community needs in the larger community, discuss effects on the community and identify positive, responsible actions.
	E0.D0.pk.2. Learn about ethical reasoning by giving examples of what makes some behaviors appropriate and inappropriate.
	E0.D0.pk.4. Enable clear and consistent expectations of good character throughout all school activities and in all areas of the school.
	E0.D0.pk.5. Learn how to receive and accept feedback for responsible actions in wards and behavior at home.
Create a caring community by demonstrating mutual respect and utilizing strategies to build a safe and productive culture
Young infant	E0.D0.c1. Initiates and engages in reciprocal (i.e., mutual give and take) interactions with familiar adults.
Mobile infant	E0.D0.c1. Participates in routines and experiences that involve give and take interaction with familiar adults.
Toddler	E0.D0.c1. Listens with familiar ability to communicate about experiences, desires to solve problems.
	E0.D0.c1. Feels comfortable in a variety of places with familiar adults.
Pre-2	E0.D0.pk.2. Becomes increasingly aware of effects of own behavior on others.
Pre-4	E0.D0.pk.2. Recognizes effects of own behavior on other people or the time.
	E0.D0.pk.3. Recognizes examples and non-examples of words and actions that are helpful or hurtful.
Kindergarten	E0.D0.pk.4. Recognizes characteristics of a caring relationship.
	E0.D0.pk.5. Recognizes characteristics of a harmful relationship.
Create a caring community by demonstrating mutual respect and utilizing strategies to build a safe and productive culture
Young infant	E0.D0.c1. Begins to form relationships with consistent caregivers.
Mobile infant	E0.D0.c1. Begins to more easily separate from caregiver.
Toddler	E0.D0.c1. Begins to show awareness of different others with adult guidance and support.
Pre-4	E0.D0.pk.4. Shows awareness of and response to feeling of others with adult guidance and support.	AQS-6-2 48 and 60 Does your child use words to describe her feelings and the feelings of others? For example, does she say, "I'm happy," don't tell that, or "She's sad"
Kindergarten	E0.D0.c8. Demonstrate caring and respect for others.	AQS-6-2 48 and 60 Does your child show concern for other people's feelings? For example, does he look sad when someone is hurt?
Create a caring community by taking steps to prevent peer cruelty and violence and dealing with it effectively when it occurs whether digitally, verbally, physically and/or relationally
Young infant	N/A
Mobile infant	N/A
Toddler	N/A
Pre-3	E0.D0.pk.3. Expresses interest, acceptance, affection for others.
Pre-4	E0.D0.pk.5. Demonstrates an understanding of what means to be a friend (i.e., someone who cares, listens, shares ideas,互邀性, provide comfort).	AQS-3 72 Does your child ask before using other people's things?
Kindergarten	E0.D0.c10. Repeats and defends bullying and taunting -2-2 illustrate or demonstrate what "stirling" is and what "fearing" is or "rejecting" is.	AQS-6-2 48 and 60 Do other children like to play with your child?
	E0.D0.c11. Model positive peer interactions.
Responsible Decision Making and Problem Solving: SED.R.
Consider multiple factors in decision-making including ethical and safety factors, personal and community responsibilities and short-term and long-term goals
Young infant	N/A
Mobile infant	N/A
Toddler	N/A
Pre-3	E0.D0.pk.3. Demonstrates increasing capacity to manage actions and emotional expressions with guidance from adults.
Pre-4	E0.D0.pk.4. Anticipates and understands consequences of own actions with adult support.
Kindergarten	E0.D0.k.1. Identify and illustrate safe and unsafe situations.
	E0.D0.k.2. Stake the difference between appropriate and inappropriate behaviors.
	E0.D0.k.3. Explain the consequences and results of own actions and community actions.

KS Standard ASQ-3 or ASQ:SE-2 ASQ Age Interval ASQ Item
Organize personal time and managing personal responsibilities effectively
Fine infant	AIA
Mobile infant	SDB.0.1.2. Anticipate and participate in some familiar routines with adult assistance.
Toddler	SDB.0.1.2. Remembrals and follow expectations for familiar routines some of the time, but may find it hard to transition from informal activities.
Pre 3	SDB.0.2.2 Follow predictable classroom routines and manages transitions positively most of the time when supported by an adult.
Pre 4	SDB.0.2.2 Follow predictable classroom routines, manages transitions positively most of the time with minimal adult support.
Kindergarten	SDB.0.4.4. Identify activities scheduled for the day and how much time is spent on each.
	SDB.0.4.4. Identifies and performs steps necessary to accomplish personal responsibilities in scheduled activities.
	SDB.0.4.4. Identifies and performs steps necessary to accomplish personal responsibilities in scheduled activities.
Play a developmentally appropriate role in classroom management and school governance.
	SDB.0.8.1.8 Encourage environment in the room to grow and develop a relationship over an extended period of time.
Mobile infant	SDB.0.8.1.8 Explore environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time.
Toddler	SDB.0.8.1.8 Encourage environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time.
Pre 3	SDB.0.8.1.8 Encourage environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time.
Pre 4	SDB.0.8.1.8 Encourage environment in the presence of familiar adults with whom they have developed a relationship over an extended period of time.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.
	SDB.0.4.4. Interacts easily with familial adults by engaging in conversations, responding to questions and following directions.

	KS Standard	ASQ-3 or ASQ:SE-2	ASQ Age Interval	ASQ Item
Identify and assess personal qualities and external supports
Young infant	SEO.P0.1. Begin to understand self as separate person from others.			Does your child tell you at least four of the following? Please mark the items your child knows. a. First name b. Age c. City he [she] lives in d. Last name e. Boy or girl f. Telephone number
Mobile Infant	SEO.P0.1.2 Reorganize self and promote positive social characteristics.
Toddler	SEO.P0.1.3 Shows awareness of self as belonging to one or more groups.
Toddler	SEO.P0.1.3 Identifies own feelings, needs and interests.
Pre 3	SEO.P0.1.3 Describes self using several basic characteristics.
Pre 3	SEO.P0.1.4 States basic personal information (e.g., name and age).
Pre 4	SEO.P0.1.4 Describes characteristics of self and others.
Pre 4	SEO.P0.1.4 States more complex personal information (e.g., names of family members, names of neighbors).
Kindergarten	SEO.R.8.1.7 Identify personal likes and dislikes.
Kindergarten	SEO.R.8.1.8 Identify personal strengths and weaknesses.
Kindergarten	SEO.R.8.1.9 Identify competencies and behaviors.
Kindergarten	SEO.R.8.2.0 Clarify questions.
Kindergarten	SEO.R.8.2.1 Identify positive experience problems (e.g., get help, try harder, use a different solution).	ASQ-3	12	Does your child try to solve conflicts with playmates? For example, does your child say, "Can we take turns stacking the blocks?"
SELF-MANAGEMENT
Understand and practice strategies for managing thoughts and behaviors
Young Infant	SEO.P0.1. Comforts self by rocking body or other simple ways.
Mobile Infant	SEO.P0.1. Confronts needs that threat through emotional and gestures.
Mobile Infant	SEO.P0.1. Confronts in a variety of ways.
Toddler	SEO.P0.1. Acknowlesse need for comfort and tries to prepare for changes in routine.
Toddler	SEO.P0.1.5akes close proximity to familiar adults for security and support, especially when distressed.
Pre 3	SEO.P0.1.6 Makes known personal needs and emotions.
Pre 3	SEO.P0.1.7 Begins to able to release and/or indicate emotion reactions, with adult help, becoming more relaxed and cooperative afterwards.
Pre 4	SEO.P0.1.8 Expresses preferences in a socially acceptable way in a majority of the time.
Kindergarten	SEO.P0.1.9 Develops strategies to express strong emotion and calm self, with adult help.
Kindergarten	SEO.R.8.2.0 Describe and practice sitting effective verbal and non-verbal messages.
Kindergarten	SEO.R.8.2.4 Describe and practice sitting effective verbal and non-verbal messages.
Reflect on perspectives and orientation of children
Young Infant	SEO.P0.1. Imulates the expression of feelings of those around them.
Mobile Infant	SEO.P0.1.5 Demonstrates an awareness of others' feelings (e.g., crises or grimaces at the discomfort of others; matches facial expressions of caregivers).
Toddler	SEO.P0.1. Demonstrates increasing awareness of others' feelings.
Toddler	SEO.P0.1.9 May respond to his distress by doing something to make him/her feel better (e.g., say "hug" to cry peer, offer peer their breast to try).
Pre 3	SEO.P0.1.8 Recognizes own positive and negative feelings when an adult labels them.
Pre 4	SEO.P0.1.7 Recognizes and accurately describes own feelings a majority of the time.
Kindergarten	SEO.R.8.2.6 Describes common responses to failures and disappointments.
Self, monitor, adapt and evaluate goals to achieve success in school and life
Young Infant	SEO.TR.1.8			Does your child try to describe her feelings and the feelings of others? For example, does she say, "I am happy," "i don't like that," or "She's just happy"
Mobile Infant	SEO.P0.1. Seeks to achieve a specific goal (e.g., stretches in reach toy).
Toddler	SEO.AtL.1.4
Pre 3	SEO.P0.1.9 Completes own goal-directed activity and recognizes accomplishments while learning rules and values of family and others.
Pre 4	SEO.P0.1.8 Demonstrates its appropriate independence in decision-making regarding activities and materials.
Kindergarten	SEO.R.8.2.7 The suffer and success on the goal setting.
Kindergarten	SEO.R.8.8.8 Identifies personal goals and dreams, aspirations, hopes.

	KS Standard	ASQ. 3 or ASQ.5-2	ASQ. Age interval	ASQ. Item
Social Development: SED.SD.
SOCIAL AWARENESS
Demonstrate awareness of the thoughts, feelings and perspective of others.
Young Infant	GEO.10.1	Demonstrates awareness of feeling expressed by others.
Mobile Infant	GEO.10.1	Demonstrates awareness of feeling expressed by others.
Toddler	GEO.10.1	Demonstrates awareness of feeling expressed by others.
Pre 3	GEO.10.1	Demonstrates awareness of feeling expressed by others.
Pre 4	GEO.10.1	Demonstrates awareness of feeling expressed by others.
Kindergarten	GEO.10.1	Identify a range of emotions (e.g.,害怕,“死” to facial expression, identify by tone of voice)	AEG.9.2	88 and 60 Does your child use words to describe her feelings and the feelings of others? For example, does she say, “I’m happy,” “I don’t like that,” or “She’s nice?”
GEO.10.2	Identify possible causes for emotions (e.g., living dog may make you“sick”, your birthday may make you“happy”)	AEG.9.2	88 and 60 Does your child show concern for other people's feelings? For example, does your child look when someone is hurt?
GEO.10.3	Identify possible behaviors and antagonistic reactions in response to a specific situation (e.g., sharing candy makes your classmates laugh, taking money may make your classmates still & you).	AEG.3	72 Does your child try to solve conflicts with others? For example, does your child say, “Can we turn take stalking the blocks?”
GEO.10.4	Identify possible environmental factors that affect emotional development on past experiences.
GEO.10.5	Identify possible behaviors and antagonistic reactions in response to a specific situation (e.g., sharing candy makes your classmates laugh, taking money may make your classmates still & you).
Demonstrate awareness of cultural issues and a respect for human dignity and differences	GEO.10.2	Responds to people and objects in an informal environment based on past experience.
GEO.10.3	Responds to people and objects in an informal environment based on past experience.
GEO.10.4	Responds to people and objects in an informal environment based on past experience.
GEO.10.5	Responds to people and objects in an informal environment based on past experience.
GEO.10.6	Responds to people and objects in an informal environment based on past experience.
GEO.10.7	Responds to people and objects in an informal environment based on past experience.
Young Infant	GEO.10.2	Responds to people and objects in an informal environment based on past experience.
GEO.10.3	Responds to people and objects in an informal environment based on past experience.
GEO.10.4	Responds to people and objects in an informal environment based on past experience.
GEO.10.5	Responds to people and objects in an informal environment based on past experience.
GEO.10.6	Responds to people and objects in an informal environment based on past experience.
GEO.10.7	Responds to people and objects in an informal environment based on past experience.
Young Infant	GEO.10.2	Responds to people and objects in an informal environment based on past experience.
GEO.10.3	Responds to people and objects in an informal environment based on past experience.
GEO.10.4	Responds to people and objects in an informal environment based on past experience.
GEO.10.5	Responds to people and objects in an informal environment based on past experience.
GEO.10.6	Responds to people and objects in an informal environment based on past experience.
GEO.10.7	Responds to people and objects in an informal environment based on past experience.
Kindergarten	GEO.10.2	Responds to people and objects in an informal environment based on past experience.
GEO.10.3	Responds to people and objects in an informal environment based on past experience.
GEO.10.4	Responds to people and objects in an informal environment based on past experience.
GEO.10.5	Responds to people and objects in an informal environment based on past experience.
GEO.10.6	Responds to people and objects in an informal environment based on past experience.
GEO.10.7	Responds to people and objects in an informal environment based on past experience.
Kindergarten	GEO.10.2	Responds to people and objects in an informal environment based on past experience.
GEO.10.3	Responds to people and objects in an informal environment based on past experience.

KS Standard ASQ-3 or ASQ-4 Communication and Literature
Key Ideas and Details
Young Infant	CLL1.1: Sits on adult's lap while being read to and gazes at pictures in books and pats individual pictures.
Mobile Infant	CLL1.m1.1: Responds to a verbal prompt by pointing to requested picture (e.g., "Oh look there is a cow, can you show me the cow?").
Toddler	CLL1.1: With promoting and support, asks and answers simple questions about story content using pictures. CLL1.2: Retells some events from a familiar story with close adult prompting (e.g., T: Tell me what happened to baby bear's chair? C: He booed).
Pre 3	CLL3.p1.1: With promoting and support, asks and answers simple questions about the story content. CLL3.p2: Uses pictures and illustrations to tell and retell parts of a story.
Pre 4	CLL4.p1.1: With promoting and support, asks and answers questions about key details in a text.	ASQ-3
	CLL4.p2.1: With promoting and support, retells stories with increasing detail and accuracy.	ASQ-3
	CLL4.p3.1: With promoting and supporting, identifies characters, settings and major events in a story.	ASQ-3
Kindergarten	RLK.1: With promoting and support, ask and answer questions about key details in a text.	ASQ-3
RLK.2: With promoting and support, retell familiar stories, including key details.	ASQ-3
RLK.3: With promoting and support, identify characters, settings and major events in a story.	ASQ-3
Craft and Structure
Young Infant	CLL1.2: Shows interest in books, pictures, songs and rhyming (e.g., cuddles and looks at caregiver's face while being read to, follows caregivers gaze to look at a picture in a book, babbies while being read to).
Mobile Infant	CLL1.m1.2: Actively participates in book reading, storytelling and singing (e.g., reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child, points to picture of a dog and makes a barking noise).
Toddler	CLL1.3: Shows an appreciation for reading books, telling stories and singing (e.g., initiates reading a book, telling a song or singing a song, listens as caregiver reads a short story).
Pre 3	CLL3.p3.1: Asks and answers questions about unknown words/ pictures in a book. CLL3.p4.1: Interacts with a variety of common types of texts (e.g., storybooks, poems), songs.
	CLL3.p5.1: Understands that books have both illustrations and print.
Pre 4	CLL4.p4.1: Asks and answers questions about unknown words in a text. CLL4.p5.1: Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).	ASQ-3
	CLL4.p6.1: Withpromising andsupport,candescribetheroleofanauthorandanillustrator.
Kindergarten	RLK.4: Ask and answer questions about unknown words in a text.	ASQ-3
RLK.5: Recognize common types of texts (e.g., storybooks, poems).
RLK.6: Withpromising andsupport,name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
Young Infant	CLL1.3: Shows interest in photographs of familiar people/objects.
Mobile Infant	CLL1.m1.3: Randomly points to familiar pictures in a book. CLL1.m4: Names familiar people/objects in photographs.
Toddler	CLL1.4: Gives a familiar repetitive and predictable story, anticipates what comes next based on pictures and begins to fill in words in the story.
CLL1.5: Relates characteristics or actions of the characters in a story to self (e.g., Daddy has a big chair like that).
Pre 3	CLL3.p6.1: Withpromising andsupport,makesconnectionsbetweenself,illustrationsandthestorywhen takinga"picturewalk"ofthebook.
	CLL3.p7.1: Withpromising andsupportcomparesandcontraststheadventuresandexperiencesofthecharacterstoself(e.g., "IhavearedcapejustlikeGoldilocks!").
Pre 4	CLL4.p7.1: Withpromising andsupport,usestheillustrationsrettilmajoreventsinthe故事.
	CLL4.p8.1: Withpromising andsupport,beginstocompareandcontrasttheadventuresandexperiencesofcharactersinfamiliarstories.
Kindergarten	RLK.7: Withpromising andsupport,describetherelationshipbethetimelineandthestoryinwhichtheyappear(e.g.,whatmomentinata storyanillustrationdepts).
RLK.8: Notapplicable toLiterature.
RLK.9:Withpromising和support,compareandcontrasttheadventuresandexperiencesofcharactersinfamiliarstories.
Range of Reading and Level of Text Complexity
Primary Infant	CLL1.l1: Littens brieflycriesbeenreadbyanadult.
Mobile Infant	CLL1.m1.1: Littenslistenbeenreadbyanadult.
Toddler	CLL1.6: Engagesinreadingactivitieswithadultandpossiblyoneortwopeers.
	CLL1.3: Maintainsenglobalingrouplearningactivitieswithpurposeandunderstanding(e.g.,askforafavoritebooktobe读,englishesomethingfunnyreadinthe story).

GE-2	ASQ Age Interval	ASQ Item
Read Literacy (CL)
CL:L
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After hearing new words, does your child try to use them?
72	After hearing new words, does your child try to use them?

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KS Standard ASQ-3 or ASQ-4
Informational Text (N)
Key Ideas and Details
Young Infant	CLIT.1: See CLIT.1.
Mobile Infant	CLIT.mi.1: Responds to a verbal prompt by pointing to requested picture, (e.g., "Oh look there is a cow, can you show me the cow?")
Toddler	CLIT.1.1: With promoting and support, asks and answers simple questions about text using pictures.CLIT.1.2: Retells some information from a familiar text using pictures or props as a support with close adult prompting (e.g., T: Here is a picture of a fire truck, what do you know about fire trucks?).
Pre 3	CLIT.p3.1: With promoting and support, asks and answers simple questions about the text.CLIT.p3.2: Retells some details of the text using pictures or props as a support.
Pre 4	CLIT.p4.1: With promoting and support, asks and answers questions about key details in a text.	ASQ-3
Kindergarten (Kansas State Standard: Reading informational Text: RI)	CLIT.p4.2: With promoting and support, retells key details of a text.	ASQ-3
CLIT.p4.3: With promoting and supports the connection between two events or pieces of information in a text.	ASQ-3
RIK.1: With promoting and support, ask and answer questions about key details in a text.	ASQ-3
Kindergarten (Kansas State Standard: Reading informational Text: RI)	RIK.2: With promoting and support, identify the main topic and retell key details of a text.	ASQ-3
RIK.3: With promoting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.	ASQ-3

Craft and Structure
Young Infant	CLIT.1.2: Shows interest in books and pictures (e.g., cuddles and looks at caregiver's face while being read to; follows caregiver's gaze to book at a picture in a book, babies while being read to).CLIT.mi.2: Actively participates in book reading, storytelling and singing (e.g., reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child, points to a picture of a dog and makes a barking noise).
Mobile Infant	CLIT.mi.2: Actively participates in book reading, storytelling and singing (e.g., reaching for the pages of a board book when a caregiver is reading a book and looking at it with the child, points to a picture of a dog and makes a barking noise).
Toddler	CLIT.1.3: Exhibits curiosity and interest in learning new vocabulary.CLIT.1.4: Identifies the front cover of a book in order to orient the book correctly for reading.
Pre 3	CLIT.p3.3: Exhibits curiosity and interest in learning new vocabulary.CLIT.p3.4: Identifies the front and back cover of a book.CLIT.p3.5: Understands that books have both illustrations and print.
Pre 4	CLIT.p4.4: With promoting and support, asks and answers questions about unknown words in a text.CLIT.p4.5: Identifies the front cover, back cover and title page of a book.	ASQ-3
	CLIT.P6: With promoting and support describes the role of an author and an illustrator.
Kindergarten (Kansas State Standard: Reading informational Text: RI)	CLIT.mi.4: With promoting and support, ask and answer questions about unknown words in a text.RIK.5: Identifies the front cover, back cover and title page of a book.RIK.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.	ASQ-3
Integration of Knowledge and Ideas
Young Infant	CLIT.1.3: Randomly points to pictures in a book.
Mobile Infant	CLIT.mi.3: See CLIT.mi.3.
Toddler	CLIT.1.5: Draws meaning from pictures, print and text.
Pre 3	CLIT.p3.6: With promoting and support, engages in a picture walk to make connections between self, illustrations and the information presented.
CLIT.p3.7: Answers simple "wh" questions about the topic presented in the text (e.g., what, where, when, why).
CLIT.p3.8: With promoting and supports similarities between two texts on the same topic (e.g., in illustrations, descriptions or procedures).
Pre 4	CLIT.p4.7: With promoting and support, use the illustrations to identify key details in the story.
CLIT.p4.8: With promoting and support answers "why" questions based on information presented in the text.
CLIT.p4.9: With promoting and support, identifies a similarity and difference between two texts on the same topic (e.g., in illustrations, descriptions or procedures).
Kindergarten (Kansas State Standard: Reading informational Text: RI)	RIK.7: With promoting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).
Kindergarten (Kansas State Standard: Reading informational Text: RI)	RIK.8: With promoting and support, identify the reasons an author gives to support points in a text.
Kindergarten (Kansas State Standard: Reading informational Text: RI)	RIK.9: With promoting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).
Range of Reading and Level of Text Complexity
Young Infant	CLIT.1.4: Lists briefly to texts being read with an adult.
Mobile Infant	CLIT.mi.4: Lists texts being read by an adult.
Toddler	CLIT.1.6: See CLIT.1.6.

E-2	ASQ Age Interval	ASQ Item
In-Fiction; CL.IT.
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After reading a new story to your child, does your child tell you the beginning, middle, and ending of the story? You may help your child by saying, "How does the story begin?"
72	After hearing new words, does your child try to use them?
72	After hearing new words, does your child try to use them?

	KS Standard	ASQ-3 or ASQ-4 Foundational Scales
Print Concepts (CL-F-PC)
Writing infant	CL F.1.1. Explores books by touching, patting and mouthing
Mobile infant	CL F.1.1. Explores a book by turning the pages (may be more than one at a time or back to front).CL F.1.2. Plays with objects with letters on them (e.g., alphabet blocks).
Toddler	CL F.1.1. Holds book right side up to look at pictures.
Pre 3	CL F.1.2. Begins to demonstrate an understanding that print conveys meaning (e.g., pretends to read a favorite book).CL F.1.3. Demonstrates an understanding of the organization and basic features of print.CL F.1.4.1a. Demonstrates an understanding of how print is read (i.e., left to right, top to bottom, front to back)CL F.1.4.1b. Demonstrates an understanding that print conveys meaning (i.e., environmental print).CL F.1.4.1c. Recognizes letters in their name.
Pre 4	CL F.4.1.1. Demonstrates understanding of the organization and basic features of print.	ASQ-3
CL F.4.1.1a. Follows words from left to right, top to bottom and page by page.CL F.4.1.1b. Recognizes that spoken words are represented in written language by specific sequences of letter.CL F.4.1.1c. Recognizes that letters are grouped to form words.	ASQ-3
CL F.4.1.1d. Recognizes and names some upper; and lowercase letters in addition to those in first name.	ASQ-3
CL F.4.1.1e. Recognizes and names some upper; and lowercase letters in addition to those in first name.	ASQ-3
Kindergarten (Kansas State Standard): Reading Foundation Skills: RF	RF K.1. Demonstrate understanding of the organization and basic features of print.	ASQ-3
Kindergarten (Kansas State Standard): Reading Foundation Skills: RF	RF K.1.1. Follow words from left to right, top to bottom and page by page.RF K.1.1b. Recognize that spoken words are represented in written language by specific sequences of letters.	ASQ-3
RF K.1.1c. Understand that words are separated by spaces in print.	ASQ-3
RF K.1.1d. Recognize and name all upper; and lowercase letters of the alphabet.	ASQ-3
Phonological Awareness
Young infant	CL F.1.2. Plays and experiments with sounds through coiling, babbling and simple sounds (e.g., "ee, ah, da, ma", ma").
Mobile infant	CL F.1.2. Shows varied response to sounds in the environment.
Toddler	CL F.1.4. Demonstrates enjoyment when listening to nursery rhymes, finger plays, jingles, songs and books that are read to them (e.g., animal jingles with hands).
CL F.1.3. Differentiates between sounds that are the same and different (e.g., bell, drum).
Pre 3	CL F.1.4. Participates in saying words in nursery rhymes, finger plays, jingles, songs and books that are read to them.
CL F.1.4.1a. Play with the sounds of language.
Pre 3	CL F.1.4.2. Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).
CL F.1.4.2b. Distinguishes whether two words rhyme or not.
Pre 4	CL F.1.4.2c. Blends compound words and syllables in spoken words (e.g., base-ballboard, baseball)/d+ad+dad.
CL F.1.4.2d. Blends and apples indicate that start with the same sound (e.g., both and that start with the /θ/ sound).
Pre 4	CL F.1.4.2e. Demonstrates understanding of spoken words, syllables and sounds (e.g., phonemes).
CL F.1.4.2f. Recognizes and produces rhyming words.

E-2 ASQ Age Interval		ASQ Item
Skills: CL.F.
60	Print your child's first name. Can your child copy the letters? The letters may be large, backward, or reversed. (Mark "sometimes" if your child copies about half of the letters.) [Space for adult's printing] [Space for child's printing]
60	Does your child name at least four letters in her name? Point to the letters and ask, "What letter is this?" (Point to the letters out of order.)
60	Does your child name at least four letters in her name? Point to the letters and ask, "What letter is this?" (Point to the letters out of order.)
60	Print your child's first name. Can your child copy the letters? The letters may be large, backward, or reversed. (Mark "sometimes" if your child copies about half of the letters.) [Space for adult's printing] [Space for child's printing]
60	Does your child name at least four letters in her name? Point to the letters and ask, "What letter is this?" (Point to the letters out of order.)
60	Does your child name at least four letters in her name? Point to the letters and ask, "What letter is this?" (Point to the letters out of order.)

KS Standard ASQ-3 or ASQ-4 Writing: C
Text Types and Purposes
Young Infant	CL.W.1.1.Shows ability to transfer and manipulate an object with hands(e.g.,grasps a rattle,lets go of it and tries to grasp it again).
CL.W.1.2.Grasps objects using entire hand.
Mobile Infant	CL.W.mi.1.Picks up objects between thumb and finger(i.e.,pincer grasp).
Toddler	CL.W.mi.1 Uses a full-hand grasp to hold a writing tool to make scribbles.
Pre 3	CL.W.p3.1 Uses drawing,scribbling,letter like forms,random letter strings and/or dictation to express thought and ideas.
CL.W.p4.1 Uses a combination of drawing,dictating or emergent writing to express thoughts and ideas.
Kindergarten(Kansas State Standard):Writing:W)	K.W.1.Use a combination of drawing,dictating and write to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book(e.g.,My favorite book is...).
K.W.2.Use a combination of drawing,dictating and write to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K.W.3.Use a combination of drawing,dictating and write to narrate a single event or several loosely linked events,tell about the events in the order in which they occurred and provide a reaction to what happened.
Production and Distribution of Writing
Young Infant	N/A
Mobile Infant	N/A
Toddler	N/A
Pre 3	Cl.W.p3.2Uses consistent marks to represent name when writing.
Pre 4	Cl.W.p3.3With guidance and support,imitates shapes and strokes.
Pre 4	Cl.W.p3.4With guidance and support,explores a variety of digital tools to express ideas(e.g.,asks for help searching the internet for pictures of animals to illustrate a book"My Favorite Animals").
ASQ-3
Kindergarten(Kansas State Standard):Writing:W)	W.K.4.Recognizably writes a majority of the letters in their name.
Cl.W.p4.3With guidance and support,responds to questions and suggestions and adds details to drawings or emergent writing as needed.
Kindergarten(Kansas State Standard):Writing:W)	Cl.W.p4.4With guidance and support,explores a variety of digital tools to produce and publish emergent writing(e.g.,uses the class camera to record the growth of the class garden;asks for help searching the internet for pictures of animals to illustrate a book or directions for a task).
Kindergarten(Kansas State Standard):Writing:W)	W.K.4(Begins in grade 3)
W.K.5.With guidance and support from adults,respond to questions and suggestions from peers and add details to strengthen writing as needed.
Kindergarten(Kansas State Standard):Writing:W)	W.K.6.With guidance and support from adults,explore a variety of digital tools to produce and publish writing,including in collaboration with peers.
Research to Build and Present Knowledge
Young Infant	N/A
Mobile Infant	N/A
Toddler	Cl.W.t3.Participates in conversations about past events.
Pre 3	Cl.W.p3.5Participates in shared writing projects(e.g., contributes to class chart about a topic of interest).
Cl.W.p3.6With guidance and support from adults,collaborates with peers to recall information from experiences.
Pre 4	Cl.W.p4.5Participates in shared research and writing projects(e.g.,explores a number of books by a favorite author and expresses opinions about them).
Cl.W.p4.6With guidance and support from adults,recalls information from experiences or gathers information from provided sources to answer a question.
Kindergarten(Kansas State Standard):Writing:W)	W.K.7Participates in shared research and writing projects(e.g.,explore a number of books by a favorite author and express opinions about them).
W.K.8With guidance and support from adults,recall information from experiences or gather information from provided sources to answer a question.

E-2	ASQ Age Interval	ASQ Item
AW.


72	Does your child write her first name or nickname on her own so you can read it? Mark "sometimes" if she writes part of her name.

KS Standard ASQ-3 or ASQ:
Speaking and Listening
Comprehension and Collaboration
Young infant	CL.sL.1: Reacts to adults through vocalizations and/or facial expressions in response to social contact and sounds produced by others.
CL.sL.1: Listens to and begins to respond to familiar words (e.g., own name, bottle, mom).
CL.sL.1: Uses gestures, movements or vocalizations to gain attention of a familiar person.
CL.sL.1: Interacts with caregivers and peers using gestures, sounds and words (e.g., waves, shakes head “no”, reaches to be lifted up).CL.sL.1: Shows understanding of simple requests and of statements referring to people and objects around him or her (e.g., shakes head for “no”, says “mama”).CL.sL.1: Uses gestures, movements or vocalizations to initiate interactions to get needs met (e.g., reaches to be lifted up, points to desired item).
Toddler	CL.sL.1: In a conversation with a peer or caregiver.
CL.sL.1: Answers simple questions and begins to ask questions using inflection and intonation.
CL.sL.1: Sustains a conversation with two or more turns.
CL.sL.1: Confirms understanding of information presented orally through verbalizations of one or two words or actions.
Pre 3	CL.sL.1: Uses language to seek help, get information or clarify something that is not understood.
CL.sL.1: Participates in collaborative conversations with diverse partners about preschool topics with peers and adults in small groups.
CL.sL.1: Beginning to follow agreed-up rules for discussions (e.g., listening to others and taking turns speaking about the topic under discussion).
CL.sL.1: Continues a conversation through three or more exchanges.
Pre 4	CL.sL.1: Confirms understanding of information presented orally or through media by answering simple (e.g., what, where, who) questions and asking if something is not understood.
CL.sL.1: In a conversation with collaborative conversations with diverse partners about preschool topics and texts with peers and adults in small and larger groups.	ASQ-SE-2
CL.sL.1: Follows agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CL.sL.1: Continues a conversation through multiple exchanges, staying on topic.	ASQ-SE-2
Kindergarten (Kansas State Standard: Speaking and Listening: SL)	CL.sL.1: Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering reasoning questions (e.g., why, how) about key details and requesting clarification if something is not understood.
SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.	ASQ-SE-2
SL.K.1: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1: Continue a conversation through multiple exchanges.	ASQ-SE-2
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requiring clarification if something is not understood.
Presentation of Knowledge and Ideas
Young infant	CL.sL.1: Uses gestures, movements or vocalizations to communicate wants and needs.
CL.sL.1: Uses differing cries to signal various needs.
CL.sL.1: Uses some consonant-vowel (CV) combinations (e.g., ba, pa, ma).
Mobile Infant	CL.sL.1: Demonstrates an understanding of a few simple concepts (e.g., puts hands up to indicate they are “so big” or pulls hand away when it happens).
CL.sL.1: Speaks at that familiar adults can understand about 50% of what child says.
CL.sL.1: Uses words to label actions.
Toddler	CL.sL.1: Expresses wants and needs, likes and dislikes.
CL.sL.1: Speaks to that familiar learners are able to understand ideas, feeling and need.
CL.sL.1: Uses some basic qualitative (e.g., wet/dry, hot/cold) and quantitative (e.g., more/less, empty/full) concepts to describe familiar people, places, things and events.
Pre 3	CL.sL.1: Uses some basic qualitative (e.g., wet/dry, hot/cold) and quantitative (e.g., more/less, empty/full) concepts to describe familiar people, places, things and events.
CL.sL.1: Uses some basic qualitative (e.g., wet/dry, hot/cold) and temporal (e.g., first/last, before/after) concepts to describe familiar people, places, things and events.
CL.sL.1: Uses to tell another person about what they have drawn.
Kindergarten (Kansas State Standard: Speaking and Listening: SL)	CL.sL.1: Speaks understandably to express ideas, feeling and needs.	ASQ-3
CL.sL.1: Speaks from familiar people, places, things and events and uses prompting and support, provide additional detail.
CL.sL.1: Add drawings or other visual displays to descriptions as desired to provide additional detail.
Pre 4	CL.sL.1: Speaks audibly and express ideas, feeling and ideas.	ASQ-3
CL.sL.1: Speaks understandably to express ideas, feeling and needs.
CL.sL.1: Speaks from familiar people, places, things and events and uses prompting and support, provide additional detail.

ASQ Age Interval		ASQ Item
Warning: CL.SL.

48 and 60	Does your child have simple back-and-forth conversations with you? For example,Parent: It's raining!Child: And cold outside.Parent: Let's get your coat.Child: I got it!

48 and 60	Does your child have simple back-and-forth conversations with you? For example,Parent: It's raining!Child: And cold outside.Parent: Let's get your coat.Child: I got it!

48 and 60	Does your child have simple back-and-forth conversations with you? For example,Parent: It's raining!Child: And cold outside.Parent: Let's get your coat.Child: I got it!

48,54,60 and 72	Can you understand most of what your child says? If no, explain:

48,54,60 and 72	Can you understand most of what your child says? If no, explain:

KS Standard ASQ3 or ASQ4 Language St
Conventions of Standard English
Young Infant	N/A	ASQ3
Mobile infant	N/A
Toddler	N/A
Pre 3	CLS.5.9.1 Demonstrates emerging understanding of the conventions of standard English grammar and usage when writing or speaking.CLS.5.9.1a Begins to make letter like forms (e.g., letters in their name).CLS.5.9.1b Uses frequently occurring nouns and verbs when speaking.CLS.5.9.1c Beginning to form regular plural nouns orally by adding /ɔ/ or /ən/ (e.g., dog, dogs; wish, wishes).CLS.5.9.1e Uses some prepositions (e.g., to, from, in, out, on, off, for, of, by, with).CLS.5.9.1f Communicates at least 3-4 word sentences.
Pre 4	CLS.5.9.2 Demonstrates a beginning awareness of writing by using strings of letter-like forms or a series of random letters.CLS.5.9.1 Demonstrates an emergent command of the conventions of standard English grammar and usage when writing or speaking.CLS.5.9.1a Prints upper and lower-case letters (e.g., letters in their name).
Kindergarten (Kansas State Standard: Language: L)	CLS.5.9.1b Uses frequently occurring nouns and verbs.
CLS.5.9.1c Forms regular plural nouns orally by adding /ɔ/ or /ən/ (e.g., dog, dogs; wish, wishes).
CLS.5.9.1d Understands and uses most question words (i.e., interrogatives) (e.g., who, what, where, when, why, how).
CLS.5.9.1e Use the many frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
CLS.5.9.1f Demonstrates a beginning awareness of the conventions of writing by using some letters to match sounds in words (e.g., uses the beginning letter to write or represent a word or "trk" for truck) and usually writing from left to right. May reverse some words.
CLS.5.9.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K.1.4 Print many upper and lowercase letters.K.1.8 Print frequently occurring nouns and verbs.
K.1.9 Form regular plural nouns orally by adding /ɔ/ or /ən/ (e.g., dog, dogs; wish, wishes).
K.1.9d Understand and use question words (i.e., interrogatives) (e.g., who, what, where, when, why, how).
K.1.9e Use the many frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
K.1.9f Demonstrates a beginning awareness of the conventions of writing by using some letters to match sounds in words (e.g., uses the beginning letter to write or represent a word or "trk" for truck) and usually writing from left to right. May reverse some words.
K.1.9d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K.1.4 Print many upper and lowercase letters.K.1.8 Print frequently occurring nouns and verbs.
Vocabulary Acquisition and Development
Young Infant	CLS.5.11. Recognizes the names of familiar people and objects (e.g., looks at mommy when someone says "where's mommy"), reaches for bottles when asked "do you want your bottle?"	ASQ3
Mobile Infant	CLS.5.11. Shows understanding of simple requests and of statements referring to familiar people and objects around him/her (e.g., basking in a warm day, going to a park).
Toddler	CLS.5.11. Shows an understanding of questions and statements regarding familiar people and objects (e.g., when asked "Where is your bear," child is able to retrieve the bear and show it to the caregiver or friend).
Pre 3	CLS.5.12. Provides a label when given a term "familiar word" (e.g., what is round and bounces: a ball).
Kindergarten (Kansas State Standard: Language: L)	CLS.5.9.4 With guidance and support from adults, explores word relationships and nouns in word meanings.
CLS.5.9.4a Demonstrates an emergent understanding of frequently occurring verbs and adjectives by relating them to their opposites (e.g., up, down, stop, go, in, out).
CLS.5.9.4b Distinguishes among a few verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CLS.5.9.5 With prompt and support, begins to experiment with new words and phrases acquired through conversations, reading and being read to and responding to texts.
CLS.5.9.4 Determines or clarifies the meaning of unknown and multiple meaning words with assistance or cues from an adult (e.g., providing a name or reference to a companion)
CLS.5.9.4 with guidance and support, explores word relationships and nouns in word meanings.
Kindergarten (Kansas State Standard: Language: L)	CLS.5.9.4a Demonstrates an emergent understanding of frequently occurring verbs and adjectives by relating them to their opposites (e.g., up, down, stop, go, in, out).
CLS.5.9.4b Distinguishes among some verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CLS.5.9.5 With prompt and support, begins to use new words and phrases acquired through conversations, reading and being read to and responding to texts.
CLS.5.9.4 Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.
CLS.5.9.4 identify new meanings for familiar words and use them accurately (e.g., knowing duck is a bird and learning the verb to duck).
Kindergarten (Kansas State Standard: Language: L)	CLS.5.9.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, -re, -un, -pre, -ful) as a clue to the meaning of an unknown word.
CLS.5.9.4 Start common objects into categories (e.g., shapes, foods) to gain a sense of the concepts represented.

E-2 ASQ Age Interval		ASQ Item
Standards
60	Print your child's first name. Can your child copy the letters? The letters may be large, backward, or reversed. (Mark "sometimes" if your child copies about half of the letters.) (Space for adult's printing) (Space for child's printing)
48 and 54	Does your child use endings of words, such as "s," "ed," and "ing"? For example, does your child say things like, "I see two cats," "I am playing," or "I kicked the ball"
54 and 60	Does your child use four- and five-word sentences? For example, does your child say, "I want the car"? Please write an example:
54 and 60	Does your child use four- and five-word sentences? For example, does your child say, "I want the car"? Please write an example:
72	After hearing new words, does your child try to use them?
72	After hearing new words, does your child try to use them?
72	After hearing new words, does your child try to use them?
72	After hearing new words, does your child try to use them?

| Mobile infant | M.C.1.m: Names alone number words for all in sequence.

M.C.1.1: Written counts indicated to 1. | | | | --- | --- | --- | --- | | Pre 3 | M.C.1.3: Counts of sequence to 10. | | | | Pre 4 | M.C.2.1: Demonstrates an understanding that number names can be represented with a written numeral. | | | | M.C.2.4: Counts on sequence to 12. | | | | | M.C.2.4: Represents a group of objects with a written numeral 0-12 (with 0 representing a count of no objects). | | | | | M.C.2.5: Counts forward beginning from a given number (under 10) within the known sequence (instead of having to begin at 1). | | | | | Kindergarten | M.C.1.1: Count to 100 by ones and by tors. | | | | M.C.2.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | | | | | M.C.2.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | | | | | Young infant | N/A | | | | Mobile infant | M.C.2.m: Attends to quantities when interacting with objects (e.g., communicates “more” and “all gull” when eating from a bowl of elephants, files containers of different sizes with objects) | | | | Toddler | M.C.2.l: Given one correspondence when presented quantity and demonstrate understanding of words that identify how much (e.g., uses words such as “one, two, more, little, a lot”). M.C.2.2: Mutually agreeing to help one use one correspondingness. | | | | Pre 3 | M.C.2.3: Place objects on one correspondence during play situations (e.g., gives each doll a plate in the housekeeping area). | | | | M.C.2.4: Sportfully counts for own purposes. M.C.2.5: Uses number words to indicate the quantity in small sets of objects (e.g., 2, 3). | | | | | Pre 4 | M.C.4.4: Understands the relationship between numbers and quantities to 10; connect counting to cardinality. | | | | M.C.4.4: Uses one-to-one correspondence when counting objects, says the number names in the standard order pacing with each object (e.g., counts out for snake time, says the number as they put one on the table). M.C.4.4: Understands that the last number name said is the number of objects counted (particularly). | | | | | M.C.4.4: Uses one-to-one correspondence when each successive number refers to a quantity that is one larger. | | | | | M.C.4.4: Demonstrates an understanding that each successive number name refers to a quantity that is one larger. | | | | | M.C.4.4: Uses one-to-one correspondence that each successive number name refers to a quantity that is one larger. | | | | | M.C.4.4: Uses one-to-one correspondence that each successive number name refers to a quantity that is one larger. | | | | | Kindergarten | M.C.4.1: Understand the relationships between numbers and quantities; connect counting to cardinality. | | | | M.C.4.1: When counting objects, say the number names in the standard order pacing each object with one and only one number and therefore not counting. | | | | | M.C.4.1: When counting the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. | | | | | M.C.4.1: When counting each successive number name refers to a quantity that is one larger. | | | | | M.C.4.2: Count to answer “how many?” questions about as many as 10 things arranged in a line, rectangular array or a circle or as many as 5 things in a scattered configuration. | | | | | M.C.4.2: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle or as many as 7 things in a scattered configuration given another 2-30, count out that many objects. | | | | | Compare Numbers | | | | | Young infant | M.C.1: Holds an object in hand. | | | | Mobile infant | M.C.1.3: Place objects using one not the correspondence but does not fully understand this created equal groups (e.g., child please in a toy container give a glue ball that doesn't understand there are the same number of toys and containers). | | | | Toddler | M.C.1.4: Demonstrates an understanding that one collection has more than another when the collections are quite different in size (one collection at least twice the other). | | |

KS Standard
Operations and Algebra
Understand addition as putting together and adding to and understand subtraction as taking apart and taking from
Young InfantMobile InfantToddlerPre 3Pre 4Kindergarten	M.OA.1.1: Initiates repeated movements (e.g., makes cooing sound repeatedly when interacting with an adult, kicks repeated times at an object).
M.OA.1.2: Imitates adult initiated movement patterns (e.g., copies adult movements such as clapping, puts hands near eyes during a game of boa boa)
M.OA.1.3: Demonstrates an understanding that adding to a group increases the number of objects in the group (e.g., adds more blocks to their collection and indicates "I have more").
M.OA.1.2: Copies and anticipates a repeating pattern (e.g., follows and remembers movements in familiar songs or rhymes, recognizes a repeating pattern in a storybook (e.g., "Brown Bear, Brown Bear, what do You See?").
M.OA.1.3: Demonstrates an understanding of addition by using objects in practical situations (e.g., has one slice of apple on a plate, adds another slice of apple and communicates "Two").
M.OA.1.2: Use concrete objects including shapes to copy simple patterns.
Pre 4Kindergarten	M.OA.4.1: Demonstrates an understanding of addition and subtraction by using objects, fingers and acting out practical situations (e.g., if we have three toy giraffes in our block area and add two toy elephants, how many animals will we have all together?).	ASQ.3
M.OA.4.2: Composes and decomposes numbers less than or equal to 5 into pairs in more than one way by using objects.	ASQ.3
M.OA.4.3: Identifies patterns in the real world and in numbers (e.g., +1 pattern where one more than 3 is 4, one more than 4 is 5, written numerals follow a definite number pattern as the ones digit repeat, 100's chart).	ASQ.3
M.OA.4.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations.	ASQ.3
Kindergarten	M.OA.4.2: Solve addition and subtraction word problems and add and subtract within 10 (e.g., by using objects or drawings to represent the problem).	ASQ.3
M.OA.4.3: Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings) and recach decompositions (e.g., 5 = 2 and 3 and 4 = 1).	ASQ.3
M.OA.4.4: Or use concrete objects from 1 to 9 find the number that makes 10 when added to the given number (e.g., by using objects or drawings) and record the answer with a drawing or equation.	ASQ.3
M.OA.4.5: Fluently add and subtract within 5.	ASQ.3

Measurement and
Young InfantMobile InfantToddlerPre 3Kindergarten	M.D.M.1.1: Explores properties of objects (e.g., looks for what is making a sound, drops a toy and watches it fall).
M.D.M.1.2: Shows awareness of the size of objects where the size difference is great (e.g., communizes "big ball", shows a preference for the bigger over the smaller toy).
M.D.M.1.3: Starts to use words to describe measurable attributes (e.g., big, heavy, empty).
M.D.M.1.4: Demonstrates an understanding that objects can be compared by one attribute (e.g., weight, capacity, length) and begins to use words such as bigger/smalter and longer (e.g., Attempts to pick up a big block and exclaims "That's heavier!").
M.D.M.1.5: Explores and compares objects using measurable attributes (length, size, capacity and weight).
M.D.M.4.2: Directly compares two objects with a measurable attribute in common to see which objects has "more of /" "less of" the attribute (e.g., compare the heights of two children and describe one child as taller or shorter).
Kindergarten	M.D.M.1.6: Describe measurable attributes of objects (e.g., length or weight). Describe several measurable attributes of a single object.
M.D.M.4.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of /" "less of" the attribute and describe the difference (e.g., directly compare the heights of two children and describe one child as taller/shorter).


Classify objects and count the number of objects in each category
Young InfantMobile InfantToddlerPre 3Kindergarten	YOUNG InfantMobile InfantToddlerPre 3	YOUNG InfantMobile InfantToddlerPre 3	YOUNG InfantMobile InfantToddlerPre 3
M.D.M.2: Groups two or more objects by one attribute (e.g., labels all the big animals "mama" and the small animals "baby"), puts all the red items in one pile and the not red items in another.	M.D.M.2: Groups two or more objects by one attribute (e.g., labels all the big animals "mama" and the small animals "baby"), puts all the red items in one pile and the not red items in another.	M.D.M.2: Groups two or more objects by one attribute (e.g., labels all the big animals "mama" and the small animals "baby"), puts all the red items in one pile and the not red items in another.
M.D.M.1.3: Names groups of 1-2 items (e.g., shown an pair of shoes say "two shoes") (precursor to subitizing).	M.D.M.1.3: Names groups of 1-2 items (e.g., shown an pair of shoes say "two shoes") (precursor to subitizing).	M.D.M.1.3: Names groups of 1-2 items (e.g., shown an pair of shoes say "two shoes") (precursor to subitizing).

ASQ Item
Thinking: M.OA.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.
72	When you ask, "What is 4 plus 2?," "What is 3 plus 5?," and "What is 7 plus 1?" does your child know the answers? He can use his fingers or small objects to count. Mark "sometimes" if your child knows at least one or two correct answers.

	KS Standard	ASQ-3 or ASQS-E-2	ASQ Age Interval	ASQ Item
Geometry: M.G.
Young Infant	M.G.1.1 Exhibits some sense of size, color and shape recognition of objects in the environment.
Mobile Infant	M.G.1.1 Explores geometric shapes through manipulating objects (e.g., blocks, containers, other objects).
Toddler	(Circles, squares, typical triangles)
	M.G.1.1 Demonstrates an understanding of simple location/position words (e.g., under, in, out).
	M.G.1.2 Matches basic shapes with different orientations and sizes (e.g., point to a group of various size circles and communicates that they are all circles).
Pre 3	(Square, circles, triangles, rectangles)
	M.G.1.3 Describes objects in the environment using names of shapes and uses actions and words to indicate relative positions of these objects (e.g., over, inside, close to, far away).
	M.G.1.3 Correctly names shapes regardless of their orientations or overall size.
Pre 4	(Square, circles, triangles, rectangles, cubes, cylinders and spheres)	ASQ-3	72	Does your child tell you which shape comes next in the pattern below? [square, car, star, square, car, ...]
Kindergarten	M.G.1.3 Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms (e.g., above, below, beside, in front of, behind and next to).	ASQ-3	72	Does your child tell you which shape comes next in the pattern below? [square, car, star, square, car, ...]
M.G.1.4 Correctly name shapes regardless of their orientation or overall size.	ASQ-3	72	Does your child tell you which shape comes next in the pattern below? [square, car, star, square, car, ...]
M.G.1.5 Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms (e.g., above, below, beside, in front of, behind and next to).
M.G.1.6 Correctly name shapes regardless of their orientation or overall size.
M.G.1.7 Kindergarten shapes as two-dimensional (using a plane, “trial”) or three-dimensional (“solid”).
Analyze, compare, create and compose shapes
Young Infant	M.G.1.2 Explores the properties of objects by reaching for and grasping a toy or by smoothing the object.
Mobile Infant	M.G.1.2 Uses trial and error strategies to fit objects together (e.g., experiments with how objects fit in space: stack, sorts, dumps, pushes, pulls, twists, turns)
Toddler	M.G.1.3 Manipulate shapes to place in a form board or simple puzzle.
Pre 3	M.G.1.3 Analyzes and compares shapes in different sizes and orientations and uses informal language to describe their similarities, difference and part (e.g., number of sides and corners) and other attributes (e.g., having sides of equal length).
Pre 4	M.G.1.4 Decomposes shapes (i.e., “take apart” into smaller shapes) by trial and error.
Kindergarten	M.G.1.4 Analyzes and compares two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices)/“corner”) and other attributes (e.g., having sides of equal length).
M.G.1.4 Creates shapes during play by building, drawing, etc.
M.G.1.4 Futs together several shapes to make a picture and fill outline puzzles.
Kindergarten	M.G.1.4 Analyzes and compares two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices)/“corner”) and other attributes (e.g., having sides of equal length).
M.G.1.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.	ASQ-3	72	Does your child tell you which shape comes next in the pattern below? [square, car, star, square, car, ...]
M.G.1.6 Compose simple shapes to form larger shapes (e.g., “Can you join these two triangles with full sides touching to make a rectangle?”)

KS Standard		ASQ-3 or ASQ-4
Science
Motion and Stability: Forces
Young Infant	S.1.1 Occasionally uses simple problem-solving to reach objects (e.g., pulls on blanks on which object lies).	S.1.2 Repeats behaviors to figure out cause and effect (e.g., shakes aattle to make the sound; toy released from up high always drops down)
S.mi.1 Purposefully initiates actions on objects to make things happen (e.g., banging on pots) (pan, touches different parts of a musical toy to make the music start again).	S.mi.1: Notices objects in motion and acts on that object to replicate the motion (e.g., pushes button on pop up toy, dropping items).
S.t.1.1 Demonstrates an understanding of basic cause and effect.	S.t.1.2 Acts upon objects to see any novel movement their action causes (e.g., throwing a ball hard vs. soft, kicking a ball, hammering, push toys on sloped surfaces).
Toddler	S.p.1.1 Explores and experiments with familiar and unfamiliar objects to examine how objects move when acted on by force (e.g., pushing, pulling, twisting, gravity).	S.p.1.2 Describes and compares the effects on common forces (e.g., pushes and pulls) on objects and the impact of gravity, compression and deformation for objects like gears, pennials and other simple machines).
Pre 3	S.p.4.1 Describes and compares the effects on common forces (e.g., pushes and pulls) on objects and the impact of gravity, compression and deformation for objects like gears, pennials and other simple machines).	S.p.4.2 Recognizes and describes the effects of higher own actions on objects.
Pre 4	S.kP.2: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.	S.kP.2: C Relationship between energy and forces. A bigger push or pull makes things no faster.
Kindergarten (Kansas Early Learning Standard)	S.kP.2: Use stories and materials to organize and build structures that will induce the warming effect of sunlight on an area.	S.kP.2: A: Forces and Motion-pushes and pulls can have different strengths and directions.
S.kP.2: B: Types of interactions - when objects touch or collide, they push one another and can change motion.	S.kP.2: B: Types of interactions - when objects touch or collide, they push one another and can change motion.
Energy
Young Infant	N/A
Mobile Infant	N/A
Toddler	N/A
Pre 3	S.p.3: Makes simple observations of the characteristics of the sun (e.g., “The sun is bright!” It’s hot out here in the sun.” “At night it gets dark because the sun goes away”).	S.p.3: Demonstrates an understanding that the sun provides light and warmth.
Pre 4	S.p.4: Demonstrates an understanding that the sun provides light and warmth.	S.p.4: Demonstrates an understanding that the sun provides light and warmth.
Kindergarten (Kansas Early Learning Standard)	K.kP.3:1 Make observations to determine the effect of sunlight on Earth's surface.	K.kP.3:1 Make observations to determine the effect of sunlight on Earth's surface.
Kindergarten (Kansas Early Learning Standard)	K.kP.3:2 Use stories and materials to organize and build structures that will induce the warming effect of sunlight on an area.	K.kP.3:2 Use stories and materials to organize and build structures that will induce the warming effect of sunlight on an area.
From Molecules to Organisms
Young Infant	S.1.3 Shows interest in animals.
Mobile Infant	S.mi.1 Shows interest in living things and observes and/or engages with them in a respectful way (e.g., is gentle with animals, plants).
Toddler	S.i.1 Names familiar objects, animals, body parts (e.g., arm, hand, arm).	S.i.1 Regions in desert areas of living things (e.g., the sandy desert makes).
Pre 3	S.i.5 Demonstrates an understanding that people need food and water to live.	S.i.5 Demonstrates an understanding that people need food and water to live.
Pre 4	S.p.3: Understands that living things need air, water and food.	S.p.3: Understands that living things need air, water and food.
Kindergarten (Kansas Early Learning Standard)	S.kP.4: Uses tails/aways questions about objects, organisms and events in their environments.	S.kP.4: Uses tails/aways questions about objects, organisms and events in their environments.
Kindergarten (Kansas Early Learning Standard)	S.kI.1: Use observations to describe patterns of what plants and animals (including humans) need to survive.	S.kI.1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
Kindergarten (Kansas Early Learning Standard)	S.KI.1:C Organization for Matter and Energy Flow in Organisms-All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.	S.KI.1:C Organization for Matter and Energy Flow in Organisms-All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Young Infant	S.i.4 Turns head toward or away from weather.
Mobile Infant	S.mi.4 Demonstrates a variety of responses to changes in weather.	S.mi.4 Demonstrates a variety of responses to changes in weather.
Toddler	S.i.6 Beginning in daily weather occurrences (e.g., sun, rain, snow).	S.i.6 Beginning in daily weather occurrences (e.g., sun, rain, snow).
Pre 3	S.p.3: Identifies weather occurrences (e.g., sun, rain and snow).	S.p.3: Identifies weather occurrences (e.g., sun, rain and snow).
Pre 4	S.p.4: Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, cold, snow).	S.p.4: Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, cold, snow).

E-2	ASQ Age Interval	ASQ Item
S)
Responses and Interactions


Structures and Processes
Items

Young Infant	N/A
N/A
Toddler	S.1.7: Demonstrates an understanding that people and animals can live in different places (e.g., fish live in the water).S.1.8: Enacts animals' activities (e.g., eating, sleeping) in pretend play. Moves toy animals to mimic animals in the wild.
Pre 3	S.p.3.7: Comments on an animal's appearance, behavior or habitat.
S.p.3.8: Acquires and uses basic vocabulary for plants, animals and humans (e.g., some names of parts, characteristics).
S.p.3.9: Makes comments about the weather. (e.g., it's cold, it's windy).
S.p.3.10: Participates, with adult direction, in activities to preserve the environment (e.g., disposing of litter, saving things to be recycled).
Pre 4	S.p.4.9: Demonstrates an understanding that living things exist in different habitats (e.g., fish can live in the ocean because they can breathe under water).S.p.4.10: Demonstrates ways in which the environment provides natural resources that are needed by people (e.g., wood for lumber to build a shelter, water for drinking).S.p.4.11: Demonstrates an understanding that different weather conditions require different clothing/accessories (e.g., boots, mittens, rain coat).S.p.4.12: Recognizes the difference between helpful and harmful actions toward the natural environment and demonstrates ways that individuals are responsible for protecting our planet (e.g., recycling, mending broken things instead of throwing them away, etc.).
K.ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K.ESS3-A: Natural Resources: Living things need water, air and resources from the land and they live in places that have the things they need. Humans use natural resources for everything they do.
K.ESS3-B: Natural Hazards: Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.
K.EESS3-C: Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment.
K.EESS3-C: Human impacts on Earth Systems: things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air and other living things.
Social Studies
Government
Young Infant	SS.i.1: Shows awareness of self and of other people.
Mobile Infant	SS.mi.1: Prefers familiar adults over strangers.
Toddler	SS.t.1: Identifies family members by name.
Pre 3	SS.p3.1: Names family members by relationships (e.g., dad, sister, cousin).
Pre 4	SS.p4.1: Identifies leaders at home and school (e.g., parents, guardians, teachers, principal).
Kindergarten	SS.k.1: Identifies leaders at home and school (e.g., parents, guardians, teachers, principal).
Economics
Young Infant	SS.i.2: Demonstrates beginning awareness of objects in the environment.	ASQ-3
Mobile Infant	SS.mi.2: Identifies objects as "mine."
Toddler	SS.t.2: Shares with others and takes turns with adult guidance.
Pre 3	SS.p3.2: Trades or exchanges materials or objects with others.
Pre 4	SS.p4.2: Recognizes that people have wants and must make choices because resources and materials are limited (e.g., offers to take turns with scissors when only one pair is available).
Kindergarten	SS.p4.3: Demonstrates an understanding that money can be exchanged for goods and services.
Kindergarten	SS.K.1: Understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer).
SS.K.2: Explains what he/she gives up when a choice is made.
SS.K.3: Understands the use of money to purchase goods and services.
SS.K.4: Discusses the benefits of saving money.
SS.K.5: Gives examples of types of jobs that he/she does within the family.

ASQ-2	ASQ Age Interval	ASQ Item
Activity

Assess (SS)
Event

Assess

60 and 72	Does your child usually take turns and share with other children?

KS Standard
Geography
Young Infant	N/A
Mobile Infant	SS.mi.3: Demonstrates an understanding that objects and persons exist when not in sight.
Toddler	SS.t.3: Talks about objects and people in familiar environments (e.g., home, grocery store).
Pre 3	SS.p3.4: Uses words to indicate direction.SS.p3.5: Creates representations of familiar places through various materials (e.g., builds a fire station with blocks, draws a picture of a home).SS.p3.6: Demonstrates an emerging understanding that helping with home and classroom routines improves the quality of the environment.
Pre 4	SS.p4.4: Identifies and correctly uses terms related to location, direction and distance (e.g., up/down, here/there).SS.p4.5: Creates simple "maps" or drawings of familiar places.SS.p4.6: Matches objects to usual locations and identifies features of familiar places (e.g., tree in a park, bed in a bedroom).SS.p4.7: Identifies the four seasons and relates each season to basic clothing choices (e.g., shorts verses mittens, swimsuit verses heavy coat).SS.p4.8: With adult support, participates in activities to preserve the environment (e.g., using the trash can and saving items that can be recycled).
Kindergarten	SS.K.6: Identifies and correctly uses terms related to location, direction and distance (e.g., up/down, left/right, near/far, here/there).SS.K.7: Locates major geography features (e.g., Equator, North Pole, South Pole, his/her Hometown, Kansas).SS.K.8: Describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school).SS.K.9: Describes seasonal changes and how they affect an individual.SS.K.10: Identifies ways people can maintain or improve the quality of their environment.
Kansas, United States,
Young Infant	N/A
Mobile Infant	SS.mi.4: Recognizes and anticipates familiar routines.
Toddler	SS.t.4: Identifies routines and common occurrences in his/her life.SS.t.5: Recognizes the start and end of an event (e.g., clapping at the end of a song).
Pre 3	SS.p3.7 Questions why and/or how people are similar or different.SS.p3.8: Uses word or phrases that differentiate between events that happened in the past, the present and the future (e.g., "when I was a baby...", "or before I moved into my new house...").
Pre 4	SS.p4.9 Describes some of the holidays, foods and special events related to his/her own culture or acts them out in dramatic play.SS.p4.10: Names city and state where he/she lives.SS.p4.11: Demonstrates an understanding of time in the context of daily experiences (e.g., tells parent that her friend was sick yesterday).
Kindergarten	SS.K.11: Identifies and explains how tools and technology used in the home/school meet people's needs.SS.K.12: Explains how each individual has a personal history, 2(A) compares and contrasts his/her own life with life in a city and/or a rural community.SS.K.13: Identifies family customs and traditions and explains their importance.SS.K.14: Understands that Kansas is a state in the United States and the significance of Kansas Day as the celebration of the state's birthday.SS.K.15: Locates the state of Kansas using a map of the United States.SS.K.16: Recognizes important Kansas state symbols (e.g., state bird – meadowlark, state flower – sunflower, state animal-buffalo).SS.K.17: Places events in sequential order.SS.K.18: Uses information to find main idea.SS.K.19: Scans historic photographs to gain information.SS.K.20: Asks questions, shares information and discusses ideas about the past.

E-2	ASQ Age Interval	ASQ Item

KS Standard ASQ-3 or ASQ-3A
Creative Arts
		Dance
Young Infant	CA.1.1: Physical:
CA.1.1: Moves body parts (e.g., sits with support).
CA.1.1: Can focus on an object and follow it with focus.
CA.1.2: Responding.
CA.1.2: Responds to sounds, visual images and motions.
CA.1.3: Creating.
CA.1.3: Reaches for caregiver and objects.
CA.1.4: Understanding.
CA.1.4: Moves body when happy and excited.
Mobile Infant	CA.1.1: Physical:
CA.1.1a: Pulls up to standing.
CA.1.1b: Sits without support.
CA.1.2: Responding.
CA.1.2a: Reacts to vocal or observed cues.
CA.1.2b: Responds to movement that has a beat or rhythm.
CA.1.2c: Follows some observed actions.
CA.1.3: Creating.
CA.1.3a: Starts on stops with music cues with adult guidance.
CA.1.3b: Explores bending, stretching, small and big.
CA.1.4: Understanding.
CA.1.4a: Controls some body movements.
CA.1.4b: Demonstrates following simple directions.
Toddler	CA.1.1: Physical:
CA.1.1a: Moves head, arms, legs, knees, elbows, fingers, toes in isolation.
CA.1.1b: Walks, runs, jumps.
CA.1.2: Responding.
CA.1.2a: When asked, moves forward, backwards, up and down.
CA.1.2b: Begins to balance on one foot.
CA.1.2c: Bends, reaches, stretches, rocks, sways, shakes, kicks, different parts of the body.
CA.1.3: Creating.
CA.1.3a: Stops and starts with music cues.
CA.1.3b: Improvises movement to fast and slow music.
CA.1.2: Understanding.
CA.1.2a: Stops and starts with music cues.
CA.1.2b: Improvises movement to fast and slow music.
Pre 3	CA.9.1.1: Physical:
CA.9.1.1a: Explores moving all body parts in isolation.
CA.9.1.1b: Explores cross lateral movements.
CA.9.1.2: Responding.
CA.9.1.2a: Moves one body part in response to a simple rhythm pattern.
CA.9.1.2b: Demonstrates the difference between still and moving.
CA.9.1.2c: Moves over, under and around objects.
CA.9.1.3: Creating.
CA.9.1.3a: Creates high, medium and low shapes.
CA.9.1.3b: Explores and creates patterns.
CA.9.1.3c: Combines axial and locomotor movements together.
CA.9.1.4: Understanding.
CA.9.1.4a: Listens to musical cues and teacher instruction.
CA.9.1.4b: Dance with purpose attentive to music and instruction.
Pre 4	CA.9.1.1: Physical:
CA.9.1.1a: Explores one body part in conjunction with other body parts, balance on one foot.
CA.9.1.2: Skips, slides, leaps.
CA.9.1.2a: Responding.
CA.9.1.2b: Dances to music with varying tempos.
CA.9.1.2c: Creates simple rhythm patterns and is able to repeat them.
CA.9.1.2c: Moves through combinations of pathways, straight, zigzag, diagonal, curve.
CA.9.1.2d: Expands movement vocabulary by exploring words (e.g., suspend, swing, point, burst, float, droop, carve, creep, open and close).
CA.9.1.3: Creating.
CA.9.1.3a: Creates movement based on imagery from pictures, books or other ideas.
CA.9.1.3b: Improvises a dance that has a beginning and an ending that uses 2 or more locomotor steps.
CA.9.1.4: Understanding.
CA.9.1.4a: Able to listen and carry out instruction.
CA.9.1.4b: Able to create movement and discovery.
Kindergarten	N/A

Age (C)
48, 54, and 60	Without holding onto anything, does your child stand on one foot for at least 5 seconds without losing her balance and putting her foot down? (You may give your child two or three tries before you mark the answer.)
60	Does your child skip using alternating feet? (You may show him how to do this.)

KS Standard ASQ-3 or ASQ-4 Music
Young Infant	CA.i.5: Physical CA.i.5a: Attends to sounds CA.i.5b: Begins to make vocal sounds CA.i.6: Responding CA.i.6a: Moves body to music CA.i.7: Creating CA.i.7a: Demonstrates shaking or banging objects or toys CA.i.8: Understanding CA.i.8a: Attends to music and rhythm patterns through caregiver touch and music exposure.
Mobile Infant	CA.mi.5: Physical CA.mi.5a: Responds physically to various rhythmic patterns in sound CA.mi.5b: Vocalizes in response to rhythm CA.mi.6: Responding CA.mi.6a: Identifies sources of sounds (i.e., dog, cat, car, etc.) CA.mi.6b: Moves to music-rhythm CA.mi.7: Creating CA.mi.7a: Chooses from variety of objects (instruments/toys) CA.mi.7b: Explores bringing objects together to make sounds CA.mi.8: Understanding CA.mi.8a: Follows and tracks various types of music through movement, facial expressions, verbalizes CA.mi.8b: Creates rhythmic patterns (e.g., rhythmic poems, simple songs, etc.)
Toddler	CA.i.5: Physical CA.i.5a: Begins to verbalize words to simple songs CA.i.6: Responding CA.i.6a: Responds to tempos presented in a variety of ways: physically, verbally, with instruments CA.i.7: Creating CA.i.7a: Follows simple rhythmic patterns with musical instruments CA.i.7b: Explores simple music-concepts: tempo, music scale-up to 5 note scale CA.i.8: Understanding CA.i.8a: Follows and tracks various types of music through movement, facial expressions, verbalize CA.i.8b: Creates rhythmic patterns (e.g., rhythmic poems, simple songs, etc.)
Pre 3	CA.p3.5: Physical CA.p3.5a: Repeats sound and rhythm patterns CA.p3.5b: Sings simple songs CA.p3.6: Responding CA.p3.6a: Moves to traditional music: march, gallop, hop, tiptoe CA.p3.7: Creating CA.p3.7a: Repeats song patterns and rhythmic movements to music CA.p3.7b: Sings 5-9 note scale CA.p3.8: Understanding CA.p3.8a: Demonstrates understanding of concepts using vocal and physical movement and instruments: soft/loud, high/low, fast/slow.
Pre 4	CA.p4.5: Physical CA.p4.5a: Participates in more complex songs and involves physical movement - finger plays, chants, etc. CA.p4.6: Responding CA.p4.6a: Demonstrates movement without prompting: march, hop, tiptoe, skip CA.p4.6b: Vocally repeats a note pattern using an 8 note scale CA.p4.7: Creating CA.p4.7a: Creates own songs and movements, includes musical instruments CA.p4.7b: Vocalizes and uses instruments in more complex music/songs CA.p4.8: Understanding CA.p4.8a: Demonstrates an understanding of music vocabulary: loud/soft - forte/piano, fast/slow - staccato/legato CA.p4.8b: Identifies basic notes and patterns: whole notes, % notes, % notes.	ASQ-3
Kindergarten	N/A

E-2	ASQ Age Interval	ASQ Item

48 and 54	Does your child hop up and down on either the right or left foot at least one time without losing her balance or falling?

KS Standard ASQ-3 or ASQ-4 Acting/Thinking
Young Infant	CA.1.9: Physical CA.1.9a: Responds to sounds CA.1.9b: Expresses needs with different sounds DC2.1A.10: Responding CA.1.10a: Responds to voices CA.1.10b: Repeats sounds vocally and physically CA.1.10c: Responds to songs, chants, nursery rhymes, rhythms, pictures in books CA.1.11: Creating CA.1.11a: Begins cooing, babbling CA.1.12: Understanding CA.1.12a: Listens to stories, books, etc CA.1.12b: Looks at pictures and points CA.1.12c: Recognizes songs and specific books or pictures.
Mobile Infant	CA.1.9: Physical CA.1.mi.9a: Imitates words CA.1.mi.9b: Responds to another voice CA.1.mi.9c: Follows simple directions CA.1.mi.10: Responding CA.1.mi.10a: Enjoys listening to stories, songs CA.1.mi.10b: Understands and responds to pictures in books that create story CA.1.mi.10c: Initiates interaction with familiar people CA.1.mi.11: Creating CA.1.mi.11a: Uses vocal intonation CA.1.mi.11b: Demonstrates simple character/animal sounds with motions CA.1.mi.12: Understanding CA.1.mi.12a: Responds to favorite stories CA.1.mi.12b: Repeats repetitive phrases of stories at appropriate times or anticipates and verbalizes action of story.
Toddler	CA.1.9: Physical CA.1.9a: Beginning to follow more complex directions CA.1.9b: Initiates conversation CA.1.9c: Asks questions to understand order of world's story CA.1.10: Responding CA.1.10a: Participates in acting out nursery rhymes, fingerplays, songs (e.g., Jack Be Nimble, Jack in the Box). CA.1.10b: Recreates plot of familiar stories or movies CA.1.11: Creating CA.1.11a: Talks in play situations CA.1.11b: Moves inanimate objects (e.g., toy characters) in a play situation CA.1.11c: Changes voice, emotion, body in play situations CA.1.12: Understanding CA.1.12a: Participates in acting out nursery rhymes, fingerplays, songs (e.g., Jack Be Nimble, Jack in the Box). CA.1.12b: Recreates plot of familiar stories or movies.
Pre 3	CA.3.9: Physical CA.3.9a: Recites nursery rhymes and simple songs CA.3.9b: Recalls familiar stories CA.3.9c: Memorizes words in books and stories CA.3.10: Responding CA.3.10a: Identifies feelings - happy, sad, mad, etc CA.3.10b: Beginning to differentiate between real and pretend CA.3.10c: Participates in songs, stories, fingerplays, chants with voice and body together CA.3.10d: Beginning to take a role in dramatic play CA.3.11: Creating CA.3.11a: Follows simple instructions to recreate story and dramatic movement CA.3.11b: Uses costumes to disguise self and become a character in everyday environment CA.3.12: Understanding CA.3.12a: Creates action and verbalization with costume prompt CA.3.12b: Creates story with props/manipulatives.

E-2	ASQ Age Interval	ASQ Item

	KS Standard	ASQ-3 or ASQ;SE-2	ASQ Age Interval	ASQ Item
Acting/Theater
Pre4	CAp4.9: Physical:
CAp4.9a: Takes a role in acting out a story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.9b: Creates dialogue specific to a type of character.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.10: Responding:
CAp4.10a: Anticipates story plot and structure of story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.10b: Assumes roles in dramatic play situations.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.10c: Interacts with others in listening and responding in dramatic role.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.10d: Demonstrates feelings with body and voice.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.11: Creating:
CAp4.11a: Dictates a story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.11b: Repeats dialogue and movement to tell a story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
Acting/Theater
Pre4	CAp4.11c: Creates roles for self and others in dramatic play situations using body and dialogue.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.11d: Uses costumes to create character with dialogue.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.11e: Creates and executes complicated plot with conflict and resolution verbally and physically.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.11f: Uses props/objects in creative ways to promote and create story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.12: Understanding:
CAp4.12a: Betts stories.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.12b: Uses imagination to create dramatic roles.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.12c: Creates whole characters using imagination, puppets, inanimate objects (e.g., stuffed animals).	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
CAp4.12d: Critiques drama experiences and find meaning/moral in story.	ASQ-3	48 and 54	Does your child dress up and play act, pretending to be someone or something else? For example, your child may dress up in different clothes and pretend to be a mommy, daddy, brother or sister, or an imaginary animal or figure.
Kindergarten	N/A

	KS Standard	ASQ-3 or ASQ-SE-2	ASQ Age Interval	ASQ Item
Visual Arts
Young Infant	CA.1.12 Physical
CA.1.13 Responds to light, color.
CA.1.14 Explores sensory materials.
CA.1.15 Responding.
CA.1.16 Responds to various textures and sensory materials • fabric, water, sand, etc.
CA.1.17 Creating.
CA.1.18 Scribes water blows bubbles.
CA.1.19 Understanding.
Mobile Infant	CA.1.10 Responding to music sounds.	CA.1.10 Responding to a special object • bubble, lover.
CA.1.11 May attach to a special object • bubble, lover.
CA.1.12 Physical
CA.1.13 Scrubbles with crayons.
CA.1.14 Creatures matras • fabric, wood, rubber wig.
CA.1.15 Responding.
CA.1.16 Creatures and objects and details.
CA.1.17 Grasp objects with thumbs and pointer finger.
Toddler	CA.1.10 Explores sensory materials • rain-tone paint, fingerprint, paper, playdough, sand.	CA.1.10 Explores sensory materials • rain-tone paint, fingerprint, paper, playdough, sand.
CA.1.11 Understanding.
CA.1.12 Repetitive motions, sounds, activities, etc.
CA.1.13 Physical
CA.1.14 Grips and brush, crayons, paints, spray bottles.
CA.1.15 Makes snowflakes and discarded crocibles.
CA.1.16 Responding.
Pre 3	CA.1.10 Explores and manipulates sensory materials.	CA.1.10 Explores and manipulates sensory materials.
CA.1.11 Demonstrates self expression with art materials.
CA.1.12 Understanding.
CA.1.13 Explores and manipulates sensory materials.
CA.1.14 Demonstrates self expression with art materials.
CA.1.15 Physical
CA.1.16 Explores and manipulates sensory materials.
Pre 4	CA.1.10 Explores and manipulates materials to create art.	CA.1.10 Explores and manipulates materials to create art.	ASQ-3	48 Using child safe scissors, does your child cut a paper in half on a more or less straight line, making the blades go up and down? (Carefully watch your child's use of scissors for safety reasons.)
CA.1.13 Skill with scissors.
CA.1.14 Responding.
CA.1.15 Recognizes and describes various art forms • sculpture, painting, printing.
CA.1.16 Recognizes and describes various art forms • sculpture, painting, printing.
Pre 4	CA.1.10 Explores and manipulates materials to create art.	CA.1.10 Explores and manipulates materials to create art.	ASQ-3	34 and 60 Ask your child to draw a picture of a person on a black sheet of paper. You may ask your child, "Draw a picture of a girl or a boy." If your child draws a person with head, body, arms, and legs, mark "yes." If your child draws a person with only three parts (head, body, arm, or leg), mark "not yet." Be sure to include the sheet of paper with your child's drawing with this questionnaire.
CA.1.14 Responding.
CA.1.15 Recognizes and describes various art forms • sculpture, painting, printing.
CA.1.16 Recognizes and describes various art forms • sculpture, painting, printing.
Pre 4	CA.1.10 Explores and manipulates materials to create art.	CA.1.10 Explores and manipulates materials to create art.	ASQ-3	34 and 60 Ask your child to draw a picture of a person on a black sheet of paper. You may ask your child, "Draw a picture of a girl or a boy." If your child draws a person with only two parts (head, body, arm, or leg), mark "not yet." Be sure to include the sheet of paper with your child's drawing with this questionnaire.
CA.1.14 Responding.
CA.1.15 Recognizes and describes various art forms • sculpture, painting, printing.
CA.1.16 Recognizes and describes various art forms • sculpture, painting, printing.
Pre 4	CA.1.10 Explores and manipulates materials to create art.	CA.1.10 Explores and manipulates materials to create art.	ASQ-3	34 and 60 Ask your child to draw a picture of a person on a black sheet of paper. You may ask your child, "Draw a picture of a girl or a boy." If your child draws a person with only two parts (head, body, arm, or leg), mark "not yet." Be sure to include the sheet of paper with your child's drawing with this questionnaire.
CA.1.14 Responding.
CA.1.15 Recognizes and describes various art forms • sculpture, painting, printing.
CA.1.16 Recognizes and describes various art forms • sculpture, painting, printing.
Kindergarten	N/A