19.0700 - Child & Custodial Care Services

Technical Standards

II. Competency Goal II – To advance physical and intellectual competence.

A. Functional Area 4 ( Physical) – Candidate Provides a variety of equipment, activities, and opportunities to promote the physical development of children.

1. Arranges and encourages physical activities, knowing how children's physical development affects their cognitive, social, and emotional development.

2. Observes and evaluates children's developmental levels in order to provide activities for physical skills and development of the senses at the appropriate level for each child.

3. Plans and participates daily in appropriate large-muscle activities (e.g., playing ball, running, jumping, climbing with children, both indoors and outdoors).

4. Provides a variety of activities from children's culture(s), such as dances, music, finger plays, and active games.

5. Provides opportunities for children to develop their senses by noticing colors, smelling odors, distinguishing sounds, feeling and touching a variety of objects, and tasting different foods.

6. Communicates to children and their parents the importance of outdoor play and physical activity for healthy growth and development.

7. Plans for and supports children's changing needs for active play, quiet activity, and rest.

8. Supports and encourages, but never forces, children who are fearful of physical activity because of illness, accidents, abuse, limited opportunity, or overprotective caregivers and parents.

9. Observes and evaluates children's physical development, recognizes signs of possible physical disabilities and developmental delays, refers parents to appropri­ate services, and follows up on referrals or individual development plans.

10. Adapts the program to meet the special needs of children with disabilities, taking into account the importance of physical development to self-concept and social development.

11. Avoids overprotecting children with disabilities, supports their independence, includes them in physical activities with other children (making modifications only when necessary), and encourages parents to do the same.


Segments

13 Post

Academic Alignment

Mathematics

Academic Alignment

Science

Academic Alignment

Language Arts

English Expectations CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.
English Expectations CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas.
English Expectations CE 1.1.3 Select and use language that is appropriate for the purpose, audience, and context of the text, speech, or visual representation
English Expectations CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities of the selected form or genre.
English Expectations CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.
English Expectations CE 1.1.7 Edit for style, tone, and word choice and for conventions of grammar, usage and mechanics that are appropriate for audience.
English Expectations CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
English Expectations CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction, well-constructed paragraphs, transition sentences, and a powerful conclusion.
English Expectations CE 1.3.3 Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.
English Expectations CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary resources.
English Expectations CE 1.4.4 Interpret, synthesize, and evaluate information/findings in various print sources and media to draw conclusions and implications.
English Expectations CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.
English Expectations CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.
English Expectations CE 4.1.1 Use sentence structures and vocabulary effectively within different modes and for various rhetorical purposes.
English Expectations CE 4.1.2 Use resources to determine word meanings, pronunciations, and word etymologies.
English Expectations CE 4.1.4 Control standard English structures in a variety of contexts using language carefully and precisely.
English Expectations CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
English Expectations CE 4.2.2 Understand the implications and potential consequences of language use.
English Expectations CE 4.2.4 Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups.

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