Classroom Portfolio Labels – Kindergarten
Use these Classroom Portfolio labels to label pieces of evidence included in the Classroom Portfolio. This resource is an optional resource for programs. These labels apply to groups that serve kindergarten-aged children only (enrolled in public or private kindergarten).
These labels were designed to be used with Avery 5160 (1” x 2 5/8”) labels or a similar product. You may notice that some criteria do not fit on one label. In these cases, the criterion language appears on two labels and includes a “1 of 2” and “2 of 2” note at the top of each label.
Certain criteria have been intentionally removed from this resource. Readmore.
Standard 1: Relationships / TopicArea1.A.Building Positive Relationships Among Teachers and Families / 1.A.01Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication.1.A.03.aTeachers communicate with family members on an ongoing basis toa. learn about children’s individual needs. / 1.A.03.bTeachers communicate with family members on an ongoing basis to
b. ensure a smooth transition between home and program. / 1.A.05Teachers share information with families about classroom rules, expectations and routines not only at enrollment but also as neededthroughout the year.
Topic Area 1.C. Helping Children Make Friends / 1.C.03.aTeaching staff support children as they practice social skills and build friendships by helping thema. enter into [play] / 1.C.03.bTeaching staff support children as they practice social skills and build friendships by helping themb. sustain [play]
1.C.03.cTeaching staff support children
as they practice social skills and build
friendships by helping themc. enhance play / Topic Area 1.D. Creating a Predictable, Consistent, and Harmonious Classroom / 1.D.01.aTeaching staff counter potential bias and discrimination by a. treating all children with equal respect and consideration,
1.D.01.bTeaching staff counter potential bias and discrimination by b. initiating activities and discussions that build positive self-identity and teach the valuing ofdifferences, / 1.D.01.cTeaching staff counter potential
bias and discrimination byc. intervening
when children tease or reject others, / 1.D.01.dTeaching staff counter potential bias and discrimination by d. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations,
1.D.01.eTeaching staff counter potential bias and discrimination by e. avoiding stereotypes in language references. / 1.D.02.aTeachers provide children opportunities to develop the classroom community through participation in decision making about classroom a. rules / 1.D.02.bTeachers provide children opportunities to develop the classroom community through participation in decision making about classroom b. plans, and
1.D.02.cTeachers provide children opportunities to develop the classroom community through participation in decision making about classroom c. activities. / 1.D.04.aTeachers help children talk about a. their own [emotions] / 1.D.04.bTeachers help children talk about b. others’ emotions.
1.D.04.c[Teachers] provide opportunities for children to c. explore a wide range of feelings and the different ways that those feelings can be expressed. / Standard 2: Curriculum / Topic Area 2.A. Curriculum: Essential Characteristics
2.A.07.aThe curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedulea. provides time and support for transitions. / 2.A.07.bThe curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The scheduleb. includes both indoor and outdoor experiences. / 2.A.07.cThe curriculum guides the development of a daily schedule that is predictable yet flexible & responsive to individual needs of the children. Theschedulec. is responsive to a child’s need to rest or be active.
2.A.08.aMaterialsand equipment used to implement the curriculum reflect the lives of the children & families as well as the diversity found in society, including
a. gender, / 2.A.08.bMaterials and equipment used to implement the curriculum reflect the lives of the children & families as well as the diversity found in society, including
b. age, / 2.A.08.cMaterials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including
c. language, and
2.A.08.dMaterials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including
d. abilities. / 2.A.08.eMaterials and equipment e. provide for children’s safety while being appropriately challenging. / 2.A.08.fMaterials and equipment
f. encourage exploration, experimentation, and discovery.
2.A.08.gMaterials and equipment
g. promote action and interaction. / 2.A.08.hMaterials and equipmenth. are
organized to support independent use. / 2.A.08.iMaterials and equipmenti. are
rotated to reflect changing curriculum and
accommodate new interests and skill levels.
2.A.08.jMaterials and equipment
j. are rich in variety. / 2.A.08.kMaterials and equipment
k. accommodate children’s special needs. / 2.A.10.aThe curriculum guides teachers to incorporate content, concepts, and activities that fostera. social [development],
2.A.10.bThe curriculum guides teachers to incorporate content, concepts, and activities that fosterb. emotional [development], / 2.A.10.cThe curriculum guides teachers to incorporate content, concepts, and activities that fosterc. physical [development], / 2.A.10.dThe curriculum guides teachers to incorporate content, concepts, and activities that fosterd. language [development], and
2.A.10.eThe curriculum guides teachers to incorporate content, concepts, and activities that fostere. cognitive developmentand / 2.A.10.fThe curriculum guides teachers to incorporate content, concepts, and activities that f. integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. / 2.A.11.aThe schedulea. provides children learning opportunities, experiences, and projects that extend over the course of several days [and incorporates time for:]
2.A.11.bThe schedule [incorporates time for:]b. play, / 2.A.11.cThe schedule [incorporates time for:]c. creative expression, / 2.A.11.dThe schedule [incorporates time for:]d. large-group [activity],
2.A.11.eThe schedule [incorporates time for:]e. small-group [activity], and / 2.A.11.fThe schedule [incorporates time for:]f. child-initiated activity. / 2.A.12The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study.
Topic Area 2.C. Curriculum Area of Development: Physical Development / 2.C.03Children are provided varied opportunities and materials that support fine-motor development. / 2.C.04.aChildren have varied opportunities and are provided equipment to engage in large motor experiences that
a. stimulate a variety of skills.
2.C.04.bChildren have varied opportunities and are provided equipment to engage in large motor experiences that
b. enhance sensory-motor integration. / 2.C.04.cChildren have varied opportunities and are provided equipment to engage in large motor experiences that
c. develop controlled movement (balance, strength, coordination). / 2.C.04.dChildren have varied opportunities and are provided equipment to engage in large motor experiences that
d. enable children with varying abilities to have large-motor experiences similar to those of their peers.
2.C.04.eChildren have varied opportunities and are provided equipment to engage in large motor experiences that
e. range from familiar to new and challenging. / 2.C.04.fChildren have varied opportunities and are provided equipment to engage in large motor experiences that
f. help them learn physical games with rules and structure. / Topic Area 2.D. Curriculum: Areas of Development: Language Development
2.D.02Children are provided opportunities to experience oral and written communication in a language their family uses or understands. / 2.D.04.aChildren have varied opportunities to develop vocabulary through
a. conversations, / 2.D.04.bChildren have varied opportunities to develop vocabulary through
b. experiences,
2.D.04.cChildren have varied opportunities to develop vocabulary through
c. field trips, and / 2.D.04.dChildren have varied opportunities to develop vocabulary through
d. books. / 2.D.06.aChildren have varied opportunities and materials that encourage them to have discussions to solve problems that are [both] a. interpersonal and
2.D.06.bChildren have varied opportunities and materials that encourage them to have discussions to solve problems that are [both] b. related to the physical world. / Topic Area 2.E. Curriculum Content Area for Cognitive Development: Early Literacy / 2.E.03.a (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to be- come familiar with, recognize, and use print that is accessible throughout the classroom:
2.E.03.a (2 of 2) a. Items belonging to a child are labeled with his or her name / 2.E.03.b (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to be- come familiar with, recognize, and use print that is accessible throughout the classroom: / 2.E.03.b (2 of 2) b. Materials are labeled.
2.E.03.c (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to be- come familiar with, recognize, and use print that is accessible throughout the classroom: / 2.E.03.c (2 of 2) c. Print is used to describe some rules and routines. / 2.E.03.d (1 of 2) Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to be-come familiar with, recognize, and use print that is accessible throughout the classroom:
2.E.03.d (2 of 2) d. Teaching staff help children recognize print and connect it to spoken words. / 2.E.04.aChildren have varied opportunities to a. be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs. / 2.E.04.bChildren have varied opportunities to b. be read to regularly in individualized ways including one-to-one or in small groups of two to six children
2.E.04.c Children have varied opportunities to c. explore books on their own and have places that are conducive to the quiet enjoyment of books. / 2.E.04.d Children have varied opportunities to d. have access to various types of books, including storybooks, factual books, books with rhymes, alphabet books, and wordless books. / 2.E.04.e Children have varied opportunities to e. be read the same book on repeated occasions.
2.E.04.f Children have varied opportunities to f. retell and reenact events in storybooks. / 2.E.04.g Children have varied opportunities to g. engage in conversations that help them understand the content of the book. / 2.E.04.h Children have varied opportunities to h. be assisted in linking books to other aspects of the curriculum.
2.E.04.i Children have varied opportunities to i. identify the parts of books and differentiate print from pictures. / 2.E.05.aChildren have multiple and varied opportunitiesto write:a. Writing materials and activities are readilyavailable in art, dramatic play, and otherlearning centers. / 2.E.05.bChildren have multiple and varied opportunitiesto write:b. Various types of writing are supported,including scribbling, letter-like marks, and developmental spelling.
2.E.05.cChildren have multiple and varied opportunitiesto write:c. Children have daily opportunities to writeor dictate their ideas. / 2.E.05.dChildren have multiple and varied opportunitiesto write:d. Children are provided needed assistance inwriting the words and messages they are trying to communicate. / 2.E.05.eChildren are given the support they need towrite on their own, including access to thee. alphabet [both of] which are made available at eye level or on laminated cards.
2.E.05.fChildren are given the support they need to write on their own, including access to f. printed words about topics of current interest, [both of] which are made available at eye level or on laminated cards. / 2.E.05.gg. Children see teaching staff model functional use of writing and are helped to discuss the many ways writing is used in daily life. / 2.E.07.a Children are given opportunities to a. recognize [letters] and
2.E.07.bChildren are given opportunities tob. write letters. / 2.E.09.aKindergartners have varied opportunities to learn to read familiar
a. words, / 2.E.09.bKindergartners have varied opportunities to learn to read familiar
b. sentences, and
2.E.09.cKindergartners have varied opportunities to learn to read familiar
c. simple books. / 2.E.10.aKindergartners are encouraged to identify phonemes in words through varied activities, includinga. writing and / 2.E.10.bKindergartners are encouraged to identify phonemes in words through varied activities, including b. games.
2.E.11Each kindergartner is encouraged to write independently each day. / Topic Area 2.F. Curriculum Content Area for Cognitive Development: Early Mathematics / 2.F.02Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.
2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. / 2.F.06Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing two- and three-dimensional shapes and recognizing how figures are composed of different shapes. / 2.F.07Children are provided varied opportunities to build an understanding of time in the context of their lives, schedules, and routines.
2.F.08Children are provided varied opportunities and materials that help them recognize and name repeating patterns. / 2.F.09.a Kindergartners are provided varied opportunities and materials to use a. standard [units of measurement] and / 2.F.09.b Kindergartners are provided opportunities and materials to use b. nonstandard units of measure and to
2.F.09.c Kindergartners are provided varied opportunities and materials to c. assign numerical values to measurements.
/ 2.F.10.aKindergartners are provided varied opportunities and materials to
a. create [repeating and growing patterns], / 2.F.10.bKindergartners are provided varied opportunities and materials to
b. represent [repeating and growing patterns],
2.F.10.cKindergartners are provided
varied opportunities and materials to
c. discuss [repeating and growing patterns], and / 2.F.10.dKindergartners are providedvaried opportunities and materials tod. extend repeating and growing patterns. / 2.F.11 Kindergartners are provided varied opportunities and materials that encourage them to use written mathematical representations in everyday experiences.
2.F.12Kindergartners are provided varied opportunities and materials to use numerical symbols and to explore operations on quantities, such as adding, taking away, and dividing into equal and unequal subsets. / 2.F.13Kindergartners are provided varied opportunities and materials that introduce them to conventional tools such as a calendar and a clock for understanding time. / Topic Area 2.G. Curriculum Content Area for Cognitive Development: Science
2.G.02.aChildren are provided varied opportunities and materials to learn key content and principles of science such as a. the dif-ference between living and nonliving things (e.g. plants versus rocks) and life cycles of various organisms (e.g.,plants, butterflies, humans). / 2.G.02.bChildren are provided varied opportunities and materials to learn key content and principles of science such as b. earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon, and stars). / 2.G.02.c (1 of 2) Children are provided varied opportunities and materials to learn key content and principles of science such as
2.G.02.c (2 of 2) c. structure and property of matter (e.g., characteristics that include concepts like hard and soft, floating and sinking)and behavior of materials (e.g., transformation of liquids and solids by dissolving or melting). / 2.G.03Children are provided varied opportunities and materials that encourage them to use the five senses to observe, explore, and experiment with scientific phenomena. / 2.G.04Children are provided varied opportunities to use simple tools to observe objects and scientificphenomena.
2.G.05.aChildren are provided varied opportunities and materials toa. collect data [and to] / 2.G.05.bChildren are provided varied opportunities and materials tob. represent and document their findings (e.g., through drawing orgraphing). / 2.G.06Children are provided varied opportunities and materials that encourage them to think, question, and reason about observed and inferred phenomena.
2.G.08Children are provided varied opportunities and materials that help them learn and use scientific terminology and vocabulary associated with the content areas. / Topic Area 2.H. Curriculum Content Area for Cognitive Development: Technology / 2.H.03.a Technology is used to a. extend learning within the classroom.
2.H.03.bTechnology is used tob. integrate and enrich the curriculum. / Topic Area 2.J. Curriculum Content Area for Cognitive Development: Creative Expression and the Arts / 2.J.01.aChildren are provided varied opportunities to gain an appreciation of
a. art [in ways that reflect cultural diversity],
2.J.01.bChildren are provided varied opportunities to gain an appreciation of
b. music [in ways that reflect cultural diversity], / 2.J.01.cChildren are provided varied opportunities to gain an appreciation of
c. drama [in ways that reflect cultural diversity] , [and] / 2.J.01.dChildren are provided varied opportunities to gain an appreciation of
d. dance in ways that reflect cultural diversity,
2.J.04.aChildren are provided varied opportunities to learn new concepts and vocabulary related toa. art, / 2.J.04.bChildren are provided varied opportunities to learn new concepts and vocabulary related tob. music, / 2.J.04.cChildren are provided varied opportunities to learn new concepts and vocabulary related to c. drama, and
2.J.04.dChildren are provided varied opportunities to learn new concepts and vocabulary related to d. dance. / 2.J.05Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). / 2.J.06.aChildren are provided many and varied open-ended opportunities and materials to express themselves creatively througha. music,
2.J.06.bChildren are provided many and varied open-ended opportunities and materials to express themselves creatively throughb. drama, / 2.J.06.cChildren are provided many and varied open-ended opportunities and materials to express themselves creatively throughc. dance and / 2.J.06.dChildren are provided many and varied open-ended opportunities and materials to express themselves creatively throughd. two- and three-dimensional art.
2.J.07.aChildren have opportunities to respond to the art of a. other children and / 2.J.07.bChildren have opportunities to respond to the art of badults. / Topic Area 2.K. Curriculum Content Area for Cognitive Development: Health and Safety
2.K.01Children are provided variedopportunities and materials that encouragegood health practices such as serving and feeding themselves, rest, good nutrition,exercise, hand washing, and tooth brushing. / 2.K.02.aChildren are provided varied opportunities and materials to help them learn about nutrition, including a. identifying sources of food and / 2.K.02.bChildren are provided varied opportunities and materials to help them learn about nutrition, including b. recognizing [healthy foods],